SMC FE Evidence Review

Imp rovingatta
inmen t
amongd isadvantaged
studentsintheFEand
adultlea rn
ingsector
Anev
idencerev
iew
Researchrepor
t
Janua
r y2020
Abou
ttheComm
iss
ion
TheSoc
ial Mob
il
ityCommiss
ioni
sanindependentadvi
sorynon-depa
rtmenta
lpub
licbodyes
tab
lished
unde
rtheLi
feChan cesAc
t2010a s mod
if
iedbythe Wel
fareRefo
rmand Wo rkAc
t2016.I
thasadu tyto
asse
ssprogres
sinimpro
vingsoc
ial mob
i
li
tyintheUKandtop romotesocia
l mob
i
li
tyinEng
land
.
TheComm
iss
ionboa
rdcomp
rise
s:
• Dame Ma r
tina Milbu rn(Cha i
r)
• A
la stai
rdaCo s
ta,Cha iro fCap i
talCityCo llege Group
• FarrahS torr,Editor- in-
ch ief,Elle
• Harve y Mat
thew son ,A v
ia tionA c
tiv
i
ty Off
i cera tAerobi
li
tyandVo luntee
r
• Jes s
ica Oghenegwe ke,B road ca s
tandD igi
ta lCoordinato
ratTheRoundhou se
• Jod y Walker,Sen iorV iceP residen
ta tTJXEu rope(TKMa xxandHomeSen seintheUK
)
• L
i zW il
liams,G roupD ire ctorofD igi
talSo cietyatBT
• P
ippaDunn ,Founde rofB rood y,help
ingen trepreneursandstar
tup s
• SaeedA tcha,Ch iefE xe cut ive Of
ficerofYou thLead sUK
• SamF riedman ,A sso c
iateP rofessorinSo c
iologya tLondonS choolofEconomics
• Sammy W r
ight,Vi ceP r
in cipalo fSouthmoo rA cademy ,Sunder
land
• Sand ra Wallace,Jo int Manag ingD irectorEu ropea tDLAP iper
• StevenCoope r,Ch ie fE xe cut
ive Of
ficerC .Hoa re&Co
Learn
ingand Wo
rkIns
ti
tuteisanindependen
tpol
icy,resea
rchanddevelopmen
t
organ
isa
tionded
ica
tedtoli
felonglea
rning
,fu
llemploymentandinc
lus
ion.
Weresearch wha
t works,developnew waysofth
inkingandimplementnewapproaches
.
Work
ing withpartners, wetrans
formpeople
’sexperienceso
flearn
ingandemployment
.
What wedobenefi
tsindividuals
,fami
lies
,commun i
tiesandthe w
idereconomy
.
Learn
ingand WorkIns
ti
tuteisanindependentpol
ic y
,re searchanddevelopmentorganisa
t
iondedica
tedto
l
ife
longlea
rning
,ful
lemp loymentandinclu
sion. Were searchwhatworks,developnewway softh
ink
ing
andimplementnewapproa che
s. Wor
kingwithpartners,wet ran
sformpeople
’se xpe
rienceso
flearn
ingand
employmen
t. Whatwedobene fi
tsind
ividua
ls,fami
lies,commun it
iesandthew idereconomy.
©C
rowncopy
righ
t2020
Improving attainment among disadvantaged students in the FE and adult learning sector: An evidence review
Contents
Executive Summary 2
Key findings 2
Introduction 4
Policy context 5
Policy challenges 5
Developments in government policy 6
The review 8
Aims of the review 8
Methods 8
Quality and nature of the evidence 10
The findings 17
How effective are the interventions? 17
What types of approaches are likely to be effective? 22
What works for whom? 27
Cost-effectiveness 30
Delivering interventions 31
Conclusions 37
Annex 1: The evidence 39
1
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Exe
cut
iveSumma
ry
TheFu rthe rEducationandadu ltlearningsector(FEsec tor

)p laysanimpo r
tantroleinimprov
ing
socio-econom icoutcomesandsuppo r
tingso c
ial mobi
li
ty.Indi v
idualsfromd isadvantaged
backgroundsa res ignif
ican t
lylesslikelytopa r
tic
ipateinlearningo rt ra
iningandtendtohave
lowe rattainmentbut mo relikelytopa r
tic
ipateinFEandadu l
t learningcompa redtoo therpos
t-
16routes .Forgove rnmen treformsdes ignedtoinc reaseadult learn
ingtobee f
fectiveandfor
outcomestoimp rove,iti scrucialtodeve loptheevidenceonwha two r
ksandsha reknowledge
andbes tp rac
tice
.Ye ttherehasbeenre lat
ivelylim
itedac t
iv
ityfocussedonb r
ingingtogethe
rthe
evidenceonwha two rkstoimp roveoutcomes inthesec to
r.Th isreportaimstohe lpfi
llth
isgap
byreview ingand mapp ingtheev idenceonwha two rkstoimp rovea t
tainmentford isadvan
taged
studentsintheFEsec tor.
Keyf
ind
ings
• Thereviewfound63studiesac
rossfourcoun
tries,nineofwh icharefromEng land.Fif
ty-
twoofthestud
iesareratedas‘h
ighquali
ty’o
fev idence.Thiscontras
tswiththeevidence
intheeducat
ionsec
tor(3 -
18year
s)givenitisan t
ic
ipatedthatmorethan 3,000studies
w
il
lbeincludedinEdu cat
ionEndowmen tFoundation’snewteach ingandlea rn
ingtoolki
t.
• Programmes1des ignedtoimp rovea t
tainmen tamongd isadvantagedstuden
tscanhave
apos i
tiveimpactbutsomeappea rtoon l
yha ve marg
inale f
fectsornoimpact. Whi
le
someresea rchshow sthatprogrammescans igni
ficant
lyimp roveat
tainment(e.g.
obtain
ingaLeve l2quali
ficat
ion)
,o therstudiesfoundtheimp rovementtobe modest.
Thisindica
testhattheprogrammesa reon l
ys ligh
tly moreeffect
ivethan‘businessas
usual’
.
• Programmescanimp rovestudents
’prog ressinlearning
,althoughtheseimprovements
mayno tbesustainedoverthelongerterm .Programmeshavebeenusedtosuppo r
t
achievementinbas i
cs k
il
lsandsuppo rtp rog
ressontofu rtherandhighe
reducat
ion.
Despiteencouragingshort-
terme f
fects,howeve r,improvements maynotbesusta
ined
overthelongertermo rleadtohigher
leve lsofattainment
.
• Overal
l
,theev
idenceonwha ttypeso fin
terven
tionwor
ktosuppor
tdisadvantaged
learnersi
smixed
. Muchoftheev idenceinc
ludedinth
isrev
iewsuggeststhatdi
ffe
ren
t
programmetypeshave m
ixedou tcomes.Howeve r
,the mos
tef
fec
tiveprogrammes
1Inth
isev
iden
cere
view
,prog
ramme
sare
inte
rven
tionstha
tarede
signedto
imp
roveou
tcome
sfo
rstuden
ts.
2
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
appeartobethosewh
ichof
fercomp
rehens
ivesuppor
tandthosetha
tintegra
tew
ith
coursecur
ricu
lum(e
.g.embedd
ingbas
icsk
il
lsprov
is
ioninavocat
ionalpathway
).
• Thereisalackofev
idenceonwha tworksforspec
if
i cgroupsofdisadvantagedstudents
.
Wh
ilethereareafewstud
iesthatconsiderwha tworksforspeci
fi
cg roups,suchasca re
leavers
,loneparen
tsoradultswithanESOLneed ,mostp rog
rammesa redesignedto
suppor
td i
sadvan
tagedstudentsingenerali
.e.ind
iv
idualsw i
thlowskil
lso ronlow
incomes.
• Mosteva lua
tionsarerelat
ivelyshor
t- term,wi
thonlyafewstud
iest
rackinglonger
-te
rm
outcomes . Mostofthestudiesinthi
sreviewevalua
tetheimpacto
fap rogrammeove ra
re
lativelyshorttimef
rame.Fewe revaluateou
tcomessevera
lyearspost-
randomisat
ion
.
Asattainmen t maybealonge r-termou tcome,s
tud
iesthathaveashortevalua
tionper
iod
mayno tcapturethisoutcome ,orotherrela
tedsoc
io-economicou
tcomes.
• Overa
l
l,thereviewfounda lackofUK- basedcasua lev
idence. Wh
i
lethereisabread
thof
researchandev idenceintheFEsec tor,i
ttendstobesma ll
-sca
leandqua l
i
tat
ivera
ther
thanbe ingfocusedon impactandpolicyeffect
iveness
. Mos
tcausalev
idenceisf
romthe
USwh i
chp resentsl
imitat
ionsfo
rtransferab
ili
tytotheUKcon tex
t.
Recommenda
tions
-Gove
rnmentshou
ldinves
t£20 mi
ll
ionove
rfiveyea
rstoestabl
isha What Wor
ksCentrefo
r
FE.Thepo
li
cybrie
fthataccompan
iesth
isrev
iewprov
ides moredeta
i
ledinfo
rmationonth
is
inves
tmen
tandp r
ior
it
iesneeded
.2
-GovernmentandtheCentreshouldfocuson whatwor
ksacrossal
lstagesofthe
learner
journey
,frompart
ic
ipat
iontolonger
-termsocio
-econom
icoutcomes
.Thiswil
lrequi
reinves
tmen
t
inlong-
termevalua
tion
sthattrackoutcomesoverseve
ralyear
s.
-Gove
rnmen tandtheCentreshouldalsofocusonwhatwor
ksfo
r spec
i
ficgroupsoflearne
r s
.
D
isadvantagedgroups
,suchasca releaversandadu
ltsw
ithESOLneeds,facespeci
fi
cba r
riers
tolea
rning.Yetthe
reisl
imite
devidenceonwha twor
ksforwhom
.
2Soc
ial Mob
i
li
tyComm
iss
ion,In
ves
tinginWha
tWo
rks
inFu
rthe
rEdu
cat
ionandAdu
l
tLea
rning
:Po
l
icyB
rie
f,2019
3
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
In
trodu
ction
TheFu r
therEducationandadu ltlearning
sec
tor(FEsecto
r)p
lay sanimpo rtan
troleinimproving
socio
-economicoutcomesandsuppo rt
ingsoc
ial mob
il
i
ty.Adispropor
tionatenumbe roflearners
intheFEsec to
ra refromd isadvan
tagedbackgroundscomparedtoo therpost
-16education
routes
:nearl
yath i
rdo fstudentsarefromthe20% mostdepr
iveda reasinEng land3
.FE
studen
tsarealsol
i kel
ytobeonlow incomes,with25%cla
imingou t-
of-workbenef
itsbefore
theystar
tedthei
rcou rse
.4
FEandadu l
tlearningcanimp roveemp loymentoutcomesa tvariousstagesinind
ividuals
’
work
inglives
,a longsidehealth
,we llbeingandsocialinteg
rat
ionou tcomes. I
5 talsoprovides
oppor
tunit
iesfo r
individual
stoga innewqua li
fica
tionsandp rogressou to
flowpay ,as
indi
vidualswithlowo rnoqua l
ifi
ca tionsare mo
relikel
ytoge ts
tuckinlowpaya ndemp loyees
w
ithnofo rmalqua l
if
icat
ionsea rna round20% lessthanemp loyeesw ith GCSEs 6
. Thesec tor
w
il
la lsoplayaninc reasing
lyimpo rtantro
leinhelpingwo rke
rsretrainorupski
l
lastechno log
ical
deve
lopmen tschangedemandfo rskil
ls
.
Yet,despitetheFEsecto
r’sroleintackl
ingthesecha
l
lenges,the
rehasbeenre lat
ive
lyl
imited
act
ivi
tyfocusedoncol
lat
ingtheev idenceon‘whatworks
’tohelppract
it
ionersc
losethe
at
tainmentgapbetweendisadvan tagedpupi
lsandthe
irpeers.Th
isreportaimstohelpf
i
llthis
gapbyreviewingand mappingtheev idenceonwhatworkstoimproveatta
inmentfor
d
isadvantagedstuden
tsinFEandadu l
tlearning
.
3Soc
ial Mob
i
li
tyComm
iss
ion
,Sta
teo
ftheNa
t
ionRepo
rt
,2018-
19,2019a
cce
ssed25 Oc
tobe
r2019
4Depa
rtmen
tfo
rEdu
cat
ion
,Lea
rne
rsandApp
ren
tice
sSu
rve
y2018
:Re
sea
rchRepo
rt,2018
,acce
ssed25 Oc
tobe
r
2019
5GovernmentOff
icefo rSc
ience Wha
tarethew iderbene
f
itso
flearn
ingacrossthel
i
fecourse? 2017acce ssed25
Oc
tober2019 f;So cia
l Mob
il
ityComm i
ssion
,StateoftheNat
ionReport
,2018-19,2019accessed25 October2019
6The WorkFoundation,Thehourgla
ssande scala
tor
,2011,acce
ssed20Sep tember2019; ONS,Ea
rningsb y
qua
li
fica
tion,2011,a cce
ssed20Sep tember2019
4
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Po
l
icycon
tex
t
Thi
ssect
ionlooksatthecha l
lengesre
lat
ingtoFEandadu l
tlearningastheyrelatetokey
s
tagesinthe‘
learnerjourney
’,fromengagementandpart
ic
ipat
iontothesocio- econom
icretu
rns
fromFEandadu ltlearn
ing,beforese
tt
ingoutthela
tes
tpoli
cyd eve
lopments.
Po
licycha
llenges
Lowandunequa
lpa
rt
icipa
tion
Therehasbeenalong- te
rmdec lineintheleve lo fadu ltpart
icipat
ioninfu rthereduca t
ion
andadu ltlearn ing.Thisisvis
ibleinthenumbe ro fadu ltstak
ingfundedcou rses,withthe
numbero fadultsaged19andove rtak inganon- app rent
iceshipfur
thereduca tioncoursefall
ing
bynearlytwoth i
rds.I7 t
i salsoeviden tinadu l
ts’self-reportedpart
icipa
tioninlea rn
ing.Thela tes
t
dataf
romLea rningand Wo rk
’s(L&W )
’ sadu l
tpa r
ticipa t
ionsurveyfoundtha tjustone inthree
adul
ts(35% )hadtakenpa r
tinlearning inthelastth reeyea rs
,thelowes tlevelinthesu rvey
’s22
years
. Pa
8 r
tic
ipationinadu l
tEng lishand ma thsprov isionisalsofal
lingwhen mo rethan5
m
il
lionadultslackbo thfunctiona
lliteracy(be lowLeve l1 )andnume racy(be lowen tryLevel3).
Beyondthehead linefiguresonadu l
tpa r
ticipa
tion,thereisalsoevidenceo fstark
inequa lit
iesinaccesstolea rning,w i
thdisadvantagedadultsbe
ingsign
ificantly
lessli
kelyto
par
ti
cipa te 9
. Theadu l
tpa r
t
i c
ipa
tionsu rveyandtheSoc ia
l Mobil
i
tyComm ission’sadultsk
il
lsgap
reporthighl
ighttheextenttowh ichtheadu l
tswhocou ld mostbenef
itf
romaccesstoeduca tion
andtraining–basedonsoc ia
lclass,levelo
feduca t
ionandemploymen tstatus –aretheleast
l
ikelytobetak ingpart
,w i
thgapsin manya reashavinggrowninrecentyea rs
.10
Theinequal
it
iesinpa r
ticipa
tiona repart
lycausedbyemp loyersinvest
ingintra
ining
worke
rs whoa rea
lreadyh ighlyskil
led. Accord
ingtotheOff
iceforNa t
iona
lSta
tis
tics
’(ONS)
annua
lpopulat
ionsurvey
,adu l
tsw i
thaLeve l4qua l
if
ica
tionorabovea reover50% morel
ike
ly
tohaverece
ivedtra
ininginthe las
tthree monthsthanadul
tswhodono thaveaqual
ifi
cat
ionat
7Depa
rtmen
tfo
rEdu
cat
ion
,Fu
rthe
redu
cat
ionandsk
i
lls
: Ma
rch2019,2019
,acce
ssed20Sep
tembe
r2019
8Lea
rningand Wo
rkIn
sti
tute
,Adu
ltpa
rt
ic
ipa
t
ioninlea
rningsu
rve
y,2019
,acce
ssed20Sep
tembe
r2019
9Depa
rtmen
tfo
rEdu
cat
ion
,Adu
ltPa
rt
ic
ipa
tion
inLea
rningSu
rve
y2017,2018
,acce
ssed21 Oc
tobe
r2019
;
GovernmentOff
iceforS
cience
, Fo
res
ightRev
iewintotheFutureofSk
i
llsandL
ife
longLearn
ing,2017,accessed
21 Octobe
r2019
10Socia
l Mob
i
li
tyComm iss
ion,Theadu
ltsk
i
llsgap
:isfal
lingin
vestmen
tinUKadul
tssta
ll
ingsocia
l mobi
lit
y,2019
,
accessed21 Octobe
r2019
5
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
tha
tleve
l.
11Employe
rsappeartosee mo
reofa‘bus
inesscase
’fo
rup sk
il
l
ingtheira
lreadywe
l
l-
qua
l
if
iedwo r
ker
s,rathe
rthansuppor
t
inglesswe
llqua
li
fiedwor
kerstoprogress
.
Va
ria
tionina
tta
inmen
t
D
isadvantageds tudentstendtoach
ievelowerlevelqual
if
icat
ions.TheLongi
tud
inal
Educat
ion Outcomes(LEO)datashowsthats
tuden
tswhoachievedLeve
l2orbelowinFEas
thei
rhighestqual
i
fica
tionwere mo
rel
ikel
ytobedisadvan
tagedthans
tuden
tswhoachieved
Leve
l3o rabove.12
Achievementratesvaryacrossd i
fferen
tcou rses
,learnergroups,inst
itut
ionsandlocal
areas.Ach
ievementratesfo
radultbasic ma
thsandEng lishcourseswere65%compa redtoan
averageof89%ac rossal
lqual
i
ficat
iontypes
. Ove
13 ra
llachievemen
tratesforadu
ltlearne
rs
(aged19+)varyfrom83%intheSw indonand W il
tsh
ireLEPa reato91%intheNo rthEastLEP
area.
Va
ria
tioninre
turnsf
romFEandadu
ltlea
rning
D
isadvan tageds
tudentsarelessl
ikelytop rogressontohighe
rlevelearningscompa red
tonon -
disadvan
tagedstudents
.Non- d
isadvan
tagedstuden
tswe
re morethantwiceasl
ikely
toprogressontohighe
rleve
learn
ings(ove r£25,000
)byage26comparedtodisadvan
taged
s
tudents,32%and14%respec t
ive
ly
. 14
Deve
lopmen
tsingove
rnmen
tpo
licy
Therehavebeenanumberofrecen
tpo
l
icy
inte
rven
tionswh
icha
imtohe
lpadu
ltsaccess
educat
ionandt
rain
ingoppo
rtun
it
ies
.
Apprenticesh ipshaveinc reasing

lybeenseenasatoo lforupskil
l
ingadu l
ts,rathe
rthanjusta
routeforyoungpeop leintothelabou
r marke
t,withthoseaged25andaboveaccoun tingfortwo
f
if
thso fapp renti
ceshipstartsin2017
/18.Theapp renticeshiplev
y-a0.5%lev ypayableby
employer swithapayb il
lo fover£3 mi
l
lion–wasin t
roduced in2016inane f
forttoencourage
more emp loyerstoinvestinskil
ls.Wi
ththeapprenticeshiplevyaccountsettobeove rspentthis
year,therehavebeeng row ingconce
rnsthatspendingonexpens ivehigheranddeg reelevel
apprent
iceships maycomea tthecos
tofopportuni
tiesforyoungpeop leandd isadvantaged
adul
ts.15
Fromthisyear
,thegovernmenthasdevo
lvedtheadulteducat
ionbudget(AEB
)tosix mayo
ral
combinedauthor
it
iesanddelega
tedthebudgettothe Mayo
rofLondon
.TheAEBfundsnon-
11ONS
, Lea
rningand WorkInst
ituteanal ys
isofAnnualPopu la
tionSu rvey,2018.30 .2%o fadu
ltswithaNVQle vel
4+hadre ce
ivedjob-relatedtrain
inginthe las
t13wee ks
,compa redto19 .6%ofadu ltswithaleve
l3qua l
if
icat
iono r
below.
12Disadvantagedstuden tsarede finedass tudent
swhowe reel
igiblefo rFreeSchool Mea ls(FSM)atanypoint
betweenage11andage15 ;Depa rtmentforEducat
ion,Po s
t-16edu cat
ion:ou
tcome sfordisad
vantagedstudents,
2018,a ccessed20Sep tembe r2019
13Departmen tfo
rEdu cation,Na t
iona lAchievementRateTab les, Ma rch2019,a ccessed20Sep tembe r2019
14Departmen tfo
rEdu cation,Po st-16edu cat
ion:outcomesfordisad vantagedstudent s,2018,accessed20
Septembe r2019
15F E Wee k
,Le vybudge tbust; Go vernmentagen cywarnsofimm inen tappren
ticeshipo ver-
spend,2019,accessed
21 October2019
6
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
apprent
iceshipfurthereduca t
ionforadu ltsaged19andove r.Theaimo fdevolu
tiono
ftheAEB
wastoa l
low localarea stobetteral
ignadu lteducat
ionandsk il
lsp
ro v
is
ionw i
thlocalneeds
,so
thatfundingsuppo rtslocalresiden
tsandde l
iversonlocaleconomi cpr
ior
i
ties
. Mayorshave
expressedades i
retousethedevo lvedfundingtona r
row inequa
li
tiesandsuppo r
tadul
tswith
lowerlevelso fquali
ficat
ionstop rogressintohighersk
il
ledjobs.Howeve r
,thisbudgethas
reduceds igni
ficant
lyinrecen tyears,withspendingonadu lteducat
ion–ex c
luding
apprent
iceships–fa l
lingby47%–s ince2009 /10.16
Morerecent
ly,thegove rnmenthasbeendevelopingthe NationalRetra
iningScheme(NRS )
.
Th
i snewp rogrammea imstohelpadul
tsre
trainintobet
terjobs
,andtobereadyfo rfutu
re
changesintheeconomy ,inc
lud
ingtheimpa c
to fautomat
ion.Thes chemeisfocusedonadults
aged24andove rwhoa reinworkonlowto middleincomes,andw i
thoutadegreelevel
qual
if
icat
ion.Th i
sg rouphasbeenident
if
ieda sbothbeingpa r
ticu
lar
lyvulne
rab
letoeconom i
c
change,andre lat
ivelypoor
lyservedbycur
rentgove rnmen
tsuppo rt
.Thegovernmen t
announced£100mo ffund
ingfortheNRSintheau tumnbudget2018 .
TheT reasuryalsorecent
l yannounceda£400mfund ingpackagefo
r16- 19prov
ision, ma
rkinga
fundingrateincreaseforthefi
rstt
imes ince2013 .Thisinc
ludes£45ma imeda tsupport
ingthe
de
liveryofTleve lsand£35mfo rtargetedin te
rven
tionstosupports
tudentsonLeve l3cour ses
toresit GCSE/level2 mathsandEng l
ish.17
Fo
rthesere
formstoworkandoutcomestoimprove
,iti
svi
taltoimp
rovetheev
idenceonwha
t
wo
rks
,andtosha reknow
ledgeandbestprac
ti
ce.
16IFS
,2019annua
lrepo
rtonedu
cat
ionspend
inginEng
land,2019
,acce
ssed20Sep
tembe
r2019
17Depa
rtmen
tfo
rEdu
cat
ion
,NewsS
tory
:Chan
cel
lorannoun
ces$400 m
i
ll
ionin
ves
tmen
tfo
r16-
19yea
rold
s’
edu
cat
ion,2019
,acce
ssed25 Oc
tobe
r2019
7
The review
Aims of the review
This review draws together and maps causal evidence and associated implementation evidence
to better understand what works to improve attainment for disadvantaged learners in FE and
why.
The primary focus is on interventions that can prove causality and aim to improve attainment
(i.e. gaining qualifications or credentials) for disadvantaged students aged 16 and over,
excluding apprenticeships. The approach to the review means that other outcomes including
enrolment, engagement/attendance, achievement, and social and economic outcomes are
captured too as they link to attainment but were not the primary focus.
Further work would be needed to fully assess what works for disadvantaged learners
throughout the learner journey (i.e. access, participation, and progression into employment or
further learning). This would offer lessons on what works to improve accessibility and
engagement through to progression outcomes including economic and social.
Methods
Criteria for review

Inclusion criteria were developed to ensure that the studies are relevant to the parameters of
the research. The criteria for the review are summarised in Table 1.
8
Table 1 Criteria for review
Description
Population Disadvantaged students aged 16+. Primary factors of disadvantage include
socio-economic background (e.g. eligibility for free school meals), and
having a basic skills need (e.g. students whose highest qualification is
below Level 2). Disadvantaged groups include young adult carers, care
leavers, Black, Asian, and minority ethnic (BAME) learners, learners with
learning difficulties and disabilities, and learners with an English for
Speakers of Other Languages (ESOL) need.
Interventions or Initiatives that aim to improve attainment. Eligible interventions must include
programmes an educational/learning component. Types of intervention include financial
incentives, comprehensive student support services, use of technology in
the classroom, revised curriculum or behavioural nudges and
communication.
Outcome The primary outcome of interest is attainment (defined as education
qualification (vocational or academic) or levels achieved). Secondary
outcomes include increased motivation, attendance and labour market
outcomes.
Study design Impact evaluations that seek to understand the causal effect of
interventions, including experimental, quasi-experimental and non-
experimental designs. Studies must include the use of a control group.
Geography Studies from OECD countries published in English
Date 1990 onwards
Search strategy
Using the inclusion criteria, we identified precise search terms and synonyms to conduct a
comprehensive search of a wide range of sources. This included academic databases (for
example, the Applied Social Science Index, the British Education Index and ProQuest (including
ERIC), specialist research institutes (including Centre for Vocational Education Research,
National Foundation for Educational Research, MDRC, National Centre for Postsecondary
Research), government websites (Department for Education, Department for Business, Energy
and Industrial Strategy and Ministry of Housing, Communities and Local Government) and think
tanks and other organisations with an interest in improving outcomes for disadvantaged
students (L&W, Nuffield Foundation, Joseph Rowntree Foundation, Impetus, and NCVO).
We also scrutinised reference lists of studies retrieved to identify additional papers and hand
searched contents pages of specific academic journals. For example, Journal of Youth Studies,
Journal of Vocational Education and Training and Research in Post-Compulsory Education. We
issued a call for evidence to identify missing evidence.
9
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
S
tudyse
lec
tion
T
itlesandabs tractsofs
tudiesreturnedthroughthesea rchst
rategywerescreenedaga instthe
inclusioncri
ter
ia.Thiscreatedalong l
istof304stud . S
ies18 tudiesonthelongl
is
twe reasse ssed
fore l
igib
i
li
tybasedonthefu l
ltextandaf ina
lshort
listof63studieswascreated. Mos
to fthe
studieswe reexcludedbasedonthe irstudydesign;stud
ieswe rebasedonqua l
ita
tiveresea r
ch
methodsandthe refored
idno trobustl
yasses stheeffec
tivenessofaninte
rvent
ion.
Qua
li
tyassessmen
t
Thesho r
t
lis
teds tudieswe
requal
ityassessedus
ingthe Marylandsca
lewhich measuresthe
qual
ityofas tudybasedon methodo
logy,ri
skofcontamina
tion,at
tr
it
ionra
te,samp lesizeand
date
. Theh
19 ighe rthequa
li
tyra
ting
,thehighercon
fidencewehaveinthee ffec
tivenessofthe
inte
rvent
ion.
Qua
li
tyandna
tureo
ftheev
idence
Muchoftheli
te rature(bothsy s
temati
crev iew sand impacteva luat
ions)onwha two rksto
improvea t
tainmen tamongd isadvantageds tudentsintheFEandadu ltlearningsectornotethe
lackofrobustev idence 20
. TheauthorsofaSk il
lsforLi
fes tudyno tethat mos tstudieson lite
racy
andnume racyp rovi s
ionhavebeensma ll-scaleandqua l
itat
ive . Moreover,thequan tita
tive
stud
iesthatdoex isttendto measurechangeandp rogressamong learners,bu tdono tusea
comparisong roupto identi
fythecausale ffec
to fthein
tervention. G
21 iventhi sevidencegap ,
thereisagene ralcallf
romtheresea rchcommun i
tytoprior
it
i seanev idence -basedsy stemto
bui
ldknowledgeo fhowbes ttosupportdi sadvantagedlearner s
.22
The majo
ri
tyo fs tudiesinth i
sreview,52ou tof63,areevaluatedth roughrandom isedcon tro
l
tr
ia
ls(RCTs ).Theses tudiesoffe
rthe mos trobustevidenceonthee ffec
tivenessofintervent
ions
toimproved isadvan tagedlea rners
’attainmen t
.RCTs–whe reindiv
idua l
sa rerandom ly
ass
ignedeithe rtoat reatmen toracon tro
lg roup–areconside redthe‘golds tandard
’because
randomass ignmen the lpstoensuretha tanychangesinp rogrammepa rt
i c
ipants
’outcomesa re
causedbythe inte rvention,asopposedtoo therfac
tors.Theses tudiesgiveusah ighdeg reeof
conf
idencetha tou tcomescanbea tt
ributedtopa r
ti
cipat
ionintha tspecif
icp rogramme. Mo stof
thesestud
iesa ref romtheUn i
tedS tates.
18Th
isnumbe
rexc
lude
sanydup
l
ica
tes
,fo
rexamp
lein
ter
imrepo
rtso
fthesame
inte
rven
tionwhe
rethef
ina
lrepo
rt
isin c
luded .
19W hat Wor ksCen treforE conom icG rowth, Gu
idetoscoring methodsusingthe MarylandS c
ient
i
fic Methods
Scale,a cce ssed24Sep tembe r2019
20C entreforVo ca
tionalEdu cat
ionRe sea
rch,Po s
t16remed ialpol
ic
ies:alite
raturereview
,2017
21D epartmen tforEdu cat
ionandS k
il
ls,Evaluat
ionofimpactofskil
lsfo
rli
felea rn
ing:Repo r
tonSweep2,2006 ,
acce ssed24Sep tembe r2019
22D epartmen tforEdu cat
ion,Im pro v
ingengagemen tanda t
tainmentin mathsandEng lishcourses
:insight
sfrom
beha viouralre search,2018,a cce ssed24Sep tembe r2019;Hughe sDando thers(2016)Adul
tEdu cat
ion:Too
impo rtanttobele fttochanceRe searchrepor
tfortheAllPartParl
iamentaryg roupforAdultEducat
ion(APPG )–
Inqu i
ryintoAdu ltEdu ca
tion(a cce ssed25Sep tember2019)
10
At the next quality level down are studies which used a matched control group to create a
‘counterfactual’. The counterfactual was used to test the difference between the group that
underwent ‘treatment’ and the group that did not, in order to assess the level of impact. A small
number in this review use this type of methodology.
The majority of the literature returned on the initial search met the inclusion criteria in terms of
population, programme type and outcome, but not the criteria for the study design. They offer
relevant, in-depth data about participant barriers to, experience of and outcomes of learning for
disadvantaged groups, but do not provide causal evidence on what works to improve
attainment.
Considering comparability and transferability

Given that most of the studies in this review are from the United States, it is important to
consider the extent to which they are transferable to the UK context. As the focus is on practical
and pedagogical interventions (e.g. mentoring, basic skills provision, occupational training) and
not systemic or institutional (e.g. education policy or institution-wide management reforms)
changes, lessons can be drawn more easily from the approaches taken. However, further
investigation is required to assess the transferability of some interventions, such as residential
training.
The outcome measures used in US studies (primarily General Educational Development (GED)
receipt and credits earned) can be roughly equated to qualifications levels in the UK skills
system. However, it is important to caveat that the systems cannot be compared like for like,
placing limitations on transferability. These are explained in more detail in Box 1.
A second limitation to consider is that many of the US studies are set in community colleges
which tend to serve the post-18 cohort, presenting a gap in evidence on the 16-18 cohort.
Box 1 Outcome measures

Attainment
Definitions of attainment are primarily driven by education qualification (vocational or
academic) or levels achieved. For example, receipt of a qualification or credential that
indicates the learner has reached a certain level.
Attainment measures in this review include GCSEs, and Functional Skills qualifications (Level
1 and Level 2). Additionally, the GED is a primary attainment measure in many US studies.
The GED is a set of tests that when passed certify the test taker (American or Canadian) has
met high-school level academic skills. The UK equivalent is a Level 3 or A level qualification.
Achievement
Achievement means distance travelled or progress made. For example, many studies in the
review use number of credits earned as a positive indicator of academic progress. Earning
credits can either contribute towards a ‘credential’ (a qualification or certificate) or towards
transferring to a four-year degree level programme. Other studies use scores on standardised
literacy and numeracy tests to measure achievement or progress.
11
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Box2Typeso
fin
terven
tions
• Mult
ipleinterventions areprogrammestha tcomp r
isetwoo r mo
reofthefo
llow
ing
:
tutor
ing,counse l
l
ingand /o
radv i
ce,f
inancia
lsuppo rt
,basicski
l
lsprovi
sionand
occupa t
iona
ltrain
ing.Examp lesinc
ludeCUNYASAP ,Ins
t
itu
todelProgresoLat
ino
’s
CarrerasenSa ludp rog
ramme,TheVa lleyIni
tia
tiveforDevelopmentandAdvancemen
t
programmeandP ro
ject QUEST .
• Basicskillsin tervent
ionsa reprogrammesde liver
inglanguage,li
teracyandnume racy
prov
i s
ion(Eng lish, ma
thsandESOL ).InEngland,thesecou rsesaretaugh tatLeve
l2
(approx
ima tely GCSEso fgradesA*toC /9to4 )andbe low.Examp lesincludethe
Commun ity- basedEng l
ishLanguage(CBEL )p rogramme ,theSk i
l
lsforLifep rog
ramme
andthe We lfareto Wo rkprogramme.Basics k
i
llsinte
rventionsinc
luderemed ialor
developmen tp rogrammesintheUS .Examplesincludethe GEDB ridgeprogramme .
• Acceleratedlearninginte
rventionsareintens
iveformsofp
rov
isionde
liveredovera
short-
timepe r
iod,forexampleasemes te
r(threetofou
r mon
ths
).Theyaimtop repare
studentsforco
llege-leve
lcourses.Examplesinc
ludetheCUNYS tar
tprogramme.
• Occupa t
ionaltra
ininginte
rven tions a
rep r
imari
lyfocusedonde live
ringoccupat
ional
tra
iningwiththeaimofincreasingpart
ic
ipants’emp loymentandea rn
ing s
.Examples
includeInteg
ratedbasi
ceduca tionandskil
lstra
ining(I
-BEST),The Wo rk
forceT
raining
Academy(WTA )ConnectProg ram,Madison AreaTechn ica
lCollegePa t
ientCare
PathwayP rogram,Tra
ineeshipsand GreaterAvenuesfo rIndependence(GA IN
)P rogram
.
• Behav iouralin
terventionsa rein
terven
tionsthatinc
luderela
tionshipbuild
ing,adapt
ing
theenv i
ronment, managingsensoryst
imulat
ion,changingcommun ica
tionstra
teg
ies,
providingpromptsandcues ,us
ingateach,review,andreteachp rocessanddeve lop
ing
socialskil
ls
.Examp lesincludetheBehavioura
lResea rchCentreforAdu l
tSk i
ll
sand
Know ledge(ASK )inte
rventions
.
• D
igita
linterven
tionsa rep
rov
is
ionswhichuseIn
format
ionCommun
ica
tionTechno
logy
(
ICT )
,onlineandblendedasalea
rningapp
roachor med
ium
.Examp
lesinc
lude ModMath
andtheINVESTp rogramme.
• F
inancia
lin
terven
tionsare moneta
ryst
ipendsorsuppo
rt
.Examp
lesinc
ludethe MAPS
p
rogrammeandthe16-19bursaryfundeva
luat
ion
.
• Innovat
ivepedagogyintervent
ionstes
tapionee
ringapp
roachtoteach
ing
.Examp
les
inc
ludetheDanaCenter Mathemat
icsPa
thways(DCMP).
• Mentor
ing isprov
is
ionthati
sde
l
iveredonaone -
to-
onebas
iso
ring
roupsnola
rge
rthan
2-3studen
ts.Anexamplei
stheBeacon Men
tor
ingprog
ramme.
• Lea
rningcommun i
tiesa redes
ignedtogivestuden
tsachancetofo
rmstronger
re
lat
ionshipsw
itheacho therandthe
irins
truc
tors
,engage mo
redeeplywi
ththeinte
gra
ted
con
tentofthecour
ses,andaccessex t
rasuppo r
t.Examp
lesinc
ludeKing
sboroughCo l
lege
Lea
rningCommun i
tiesprogramme.
• Resident
ialin
terventionsinvolvepar
tic
ipant
sliv
ingattheprogrammesiteand
par
tic
ipat
inginvarioussuppo
rtelementsinc
ludingbas
icski
l
lsp rov
is
ion
,occupat
ional
tra
iningand mentor
ing.Examplesinc
ludeJob sCorpsandtheNa t
iona
l GuardYou
th
Cha
lleNGep rog
ramme .
12
Interventions and educational outcomes: evidence and gap map

The map below illustrates the evidence identified for interventions aimed at improving the
attainment of disadvantaged learners. The y-axis shows the type of intervention and the x-axis
illustrates the type of attainment measured.
From the cluster of circles in the centre of the map, it is clear that there is a predominance of US
studies. Whereas the gap in evidence on the left-hand side of the map demonstrates the overall
lack of research from the UK context.
Studies included in the review predominantly explore the effectiveness of behavioural

interventions, financial incentives, occupational training (that has a basic skills component), and
multiple interventions - those that have a comprehensive support offer.
There is less evidence on the effectiveness of innovative pedagogical approaches, one-to-one

or small group support. There were also only two studies exploring residential interventions,
although these programmes have limited transferability to the UK context.
13
14
What works for whom: evidence and gap map

The map below illustrates the evidence identified for interventions aimed at improving the
attainment of different groups of disadvantaged learners. It plots types of intervention against
different learner groups.
The majority of interventions target low-skilled individuals, with the largest number of
interventions investigating the effectiveness of behavioural approaches for this group. Not
surprisingly several interventions for low income learners examined the impact of financial
incentives on attainment, which provided mixed results. Most of the programmes designed to
support low-income groups involved occupational training programmes, which all produced
positive results.
This map clearly shows the number of gaps in the evidence relating to other disadvantaged
groups. No studies were identified that concentrated solely on Black, Asian and minority ethnic
(BAME) groups. It is also noteworthy that there are only single studies relating to individuals
with special educational needs (SEN), lone parents, adults with an ESOL need and youths not
in education, employment or training (NEET). Furthermore, there was no evidence found on
examining what works to support young adult carers or care leavers. This shows that further
research, which targets these groups of disadvantaged students, is needed.
15
16
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Thef
ind
ing
s
Howe
ffec
tivea
rethein
terven
tions?
Thissect
ionconsider
sthee f
fect
ivenessofprogrammesdes ignedtosuppo r
tdi sadvantaged
s
tuden ts
.Giventhescopeanda imsofthi
sreview,effect
ivenessor impactisprimari
ly
measuredbyattainment
.O theroutcomes measuredincludeachievemen t(o
rp rogress )
,
at
tendanceandre ten
tion
,andw ideroutcomessuchasso ftski
ll
s( con
fidence,socialski
llse
tc.
)
andlabour marketou
tcomes .
A
tta
inmen
t
Programmesdes ignedtosuppo rtdisadvan tageds tuden tsimp rovea tta inmen tcanhave
asign ificantimpac tonind ividua ls
’a ttainmen to fbas icsk il
lsqua l
if
ica tions.Stud iesfound
s
ignifican timprovemen tsinlea rners’bas icski
llsattainmen tincludingEng l
i shand ma ths
Functiona lSki
llsand GCSEa ttainmen tandtheequ i
valenta t
tainmen tlevel sintheUS .A
behav iouralinterventiontha tusedtex tsandsoc ialsuppo rtimp rovedLeve l2a tta
inmen tra
tesby
24%(5 .1pe rcentagepo ints
,from21 .1to26 .2%).Inthesames tudy,ref
lectivew ri
tingexe rcises
imp roveda t
tainmen tin ma thsandEng lishby25%(4 .2pe rcentagepo ints,from16 .7to20 .9% )
.
Thesebehav iou ralintervent
ions measu reda tta
inmen tanda ttendance.T heresu l
tsfo r
at
tainmen tweres tat
i s
ti
callysignifi
cantwhe reassomeo fthee ffectsizesfora t
tendancewe re
not
. S
23 im i
lar
ly,as tudytes t
inginnova t
i veapp roachestode liver
ingbas ic ma thscou rsesfound
thata ttainmen tamongthepa r
ticipantg roupimp rovedw i
tha meand i
fferencesco retha twas
nearlytw icethato fthecon t
rolg roup.24
However,somestudiesshowl
it
tletonoimprovement
ina t
tainment
.Theeva
lua
t
ionofthe
Path
finderEx
tension(acomprehens
ive modelo
fbasicski
llsprov
is
ion
)fo
rexample
,foundno
posi
ti
veimpactonreceipto
fbasicski
l
lsqual
if
icat
ions
.25
Programmesdes ignedtosuppo r
tdisadvantagedstuden
tscanimproveatta
inmento f
qual
ifica
tions
,including GEDanddegrees.Find
ingsf
romthrees
tud
iesshowthat
prog
rammescana l sohaveasign
if
ican
tposi
tiveimpac
ton GEDcomple
tionandrece
ipt
.26In
23Depa
rtmen
tfo
rEdu
cat
ion
,Imp
rov
ingengagemen
tanda
tta
inmen
tinma
thsandEng
l
ishcou
rse
s:in
sigh
tsf
rom
behaviouralresearch,2018,a ccessed24Sep tembe r2019
24CfBT,Ra is
ing mathsa t
tainmen tthroughenhan cedpedagogyandcommun ica
tion:Re su
ltsfroma‘teacher-
leve
l
’
random i
sedcon t
rol
ledtr
ial,2013 ,acce ssed24Sep tember2019
25Pol
icyS tudiesIns
ti
tuteUn iversi
tyof We stminste
r,Impa cto
fadu l
tbas
icski
l
lspa th
finderextens
iona c
tiv
it
ies
:
Stage2o fthee valua
tion,2003 ,acce ssed24Sep tember201
9
26MDRC ,S ta y
ingonCou rse:Th ree- Yearresul
tso ftheNat
iona
l GuardYou
thCha l
leNGeE valuat
ion,2011,
accessed24Sep tembe r2019 ; MDRC ,Enhan c
ing GEDIn s
truc
tiontoP
repareStudentsforCo l
legeandCa ree
rs,
17
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
the GEDB ridgep rogrammewh ichtestedanewapp roachtoteachingthe GEDprepara

tion
course,B r
idges tudentswe re morethantw iceasl i
kelytopasstheexamthanthoseonthe
tradi
tionalcour se(53%and22%respec tively
).Three -
yearef
fectsofaCUNYASAP( seetable
5.2for morede tai
l)foundtha t40%o fthep rog
rammeg rouprecei
vedadeg ree,comparedwith
22%o fthecon trolgroup. Add
27 it
ional
ly,theeva luat
iono fPro
ject QUEST(acomp rehensive
suppo r
tp rogrammesuppo r
tinglow -
incomeadu lts
)si xyearspost
-randomisat
ionshowsthat
part
ic
ipan tswe resigni
ficantly morel
ikel ythancon tro
lg roup membe rstoearnapostsecondar
y
qual
if
i ca
tion–75%and57 .2%respec t
i vel.28
y
The reissomeev idencetha t wh

ileintervent
ionsdohaveanimpac tona ttainmen t
,the
effectsizecanbe modes t.Along -
terms tudyo fa learn
ingcommun it
iesprog ramme( seeBox
3.2forde ta
il
sonthelea rn
ingcommun i
tyapp roach )est
ima testhatthep rog
rammeon l y
increasedg raduat
ionratesby3 .3%(w ith39.5%o fprogrammepa rt
ic
ipantsand36 .2%o f
controlgrouppa r
ti
cipan
tsea rningadeg ree)29
. Fou ryea r
sa f
terap rogrammea imingtop repare
studentsforcollegebyp rov
idingenhancedcou r sesands tudentserv
i cesbegan ,only7.6%o f
programmes tudentshadea rnedadeg reeorce rti
fica
te,compa redto6 .4%o fthecon t
rolg roup
,
representingasma l
lef
fectsizeona t
tainment.30
Ach
ievemen
t
Financ ia
lincen t
ivesandbas icskil
lsprog rammeshavebeenfoundtohaveapos it
ive
effectonsk i
llsdeve lopmen t.Thereisevidencef romtheUStha tp rogrammeshavea
s
ign i
ficantimpac tondeve lopmen ta
l mathsand /orEng l
ishcred i
tattainment(
i.e.increased
numbe rofcreditsearned),testscoresinl
iteracyandnume racy,andcomp le
tionratesofbas ic
ski
llscou r . Fo
ses 31 rexamp le
,theUSNa t
ional Wor kplaceLiteracyP rog
ramwh ich measu red
changesinlea rners
’bas i
csk i
l
l sbyusingp re-andpos t-in
ter vent
ionskil
lsassessmen ttests,
generallyfounds igni
fican
timp rovementsinlea rners’basicsk i
ll
s. TheCBELp
32 rogramme-an
2013,a cce ssed24Sep tembe r2019 ;MDRC , GA IN :Ba si cEdu ca tionina We lfa re- to-Wo rkP rog ramCa l
ifornia
’s
GreaterA venue sfo rIndependen ceP rogram,1994 ,acce ssed24Sep tembe r2019
27MDRC , Doub l
ing G radua t
ionRa tes:Th ree- yea re ffe ct so fCUNY ’ sA ccele ratedS tud yinA sso c
iateP rogramme s
(ASAP )fo rDe ve
lopmen talEdu ca tionS tuden ts,2015 ,a cce ssed24Sep tembe r2019
28Econom i c Mobil
ityCo rpo ration,E sca lat
ing Ga in s:TheE lemen tso fP roje c
t QUEST ’sSu cce ss,2018 ,a ccessed
24Sep tembe r2019
29MDRC , ARandomA ssignmen tE valua t
iono fLea rningCommun itiesa tK ing sbo roughCommun ityCo llege:
SevenYea rsLa ter,2014 ,a ccessed24Sep tembe r2019
30MDRC , Se rvingcommun i
tyco lleges tuden tsonp roba tion :4- yea rfind ing sfromCha ffe yCo l
lege ’s Open ingDoors
Program ,2011 ,a cce ssed24Sep tembe r2019
31MDRC , Mo vingFo rwa rd:Ea r
lyfind ing sfromthePe rforman ce- Ba sedS chola rshipDemon strationinA r
izona,
2013,a cce ssed24Sep tembe r2019; MDRC ,Mapp ingSu cce ss:Pe rforman ce- Ba sedS cholarsh ips,Studen t
Serv
i ces,andDe velopmen ta l Ma th,2014 ,a cce ssed24Sep tembe r2019 ; MDRC ,Se rvingcommun ityco l
lege
studen tsonp roba t
ion :4 -
yea rfind ing sfromCha ffe yCo llege ’s Open ingDoo rsP rog ram ,2011 ,a cce ssed24
Septembe r2019 ; MDRC ,B ringingCUNYa ccelera teds tud yina sso c
iatep rog ramme s(ASAP )to Oh io,2016 ,
acce ssed24Sep tembe r2019 ;NPCR ,Lea rningCommun it
ie sfo rS tuden tsinDe velopmen talEng lishImpa ct
Stud
ie sa t Me rcedCo llegeandTheCommun i
tyCo l
legeo fBa lt
imo reCoun ty,2012 ,a cce ssed24Sep tembe r2019
;
Irby,Te rryRando the rs,TheJo lietJun iorCo l
legeCen te rfo rAdu ltBa s
i cEdu cationandL itera cy’s‘Fam il
iesabout
Succe ss’:Intergene rationa lP rogramm ingtha t Wo rks,1992 ,a cce ssed24Sep tembe r2019;Commun ityCo l
lege
Resea rchCen te r
,Newe v
iden ceo fsu cce ssfo rCommun it yCo llegeremed ialEng lishs tuden ts:T rackingthe
Outcome so fS tuden tsintheA cce leratedLea rningP rog ram(ALP ),2012 ,a cce ssed24Sep tembe r2019
32U SDepa rtmen to fEdu cat
ion Ma thema t
i caPo l
i cyRe sea rchRepo rts
,Add re ssingl i
tera cyneed satwo rk:
Implemen tat
ionandImpa cto f Wo rkpla ceL itera cyP rog ramme s,1998
18
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
inte
rvent
ionaimeda tadu
ltswithvery
lowlevel
soffunct
ionalEng
l
ishpro
fic
iency-foundsim
i
lar
leve
lsofeffec
tiveness
,wi
thp rogrammepart
ic
ipantsach
ieving
speak
ingandli
steningsco
res
thatweredoublethatach
ievedbythecontro
lgroup.
33
Imp rovedach ievemen tcansuppo r

tp rogressionintofu rtherandh ighe reduca t
ion .For
examp le,CUNYS tart(anacce leratedlea rn
ingp rogrammea im ingtop repa res tudentsfo r
col
lege )foundtha tbytheendo fthep rogrammesemes ter,57%o fprogrammeg roups tudents
wereco l
legeready in ma ths,compa redw ith25%o fcon trolg roups tudents. Add
34 it
ionally
,by
theendo ftheprogramme ,38%o fp rogrammeg roups tuden tswe recol
legeready inallthree
subjecta reas(ma ths,read ingandw r
it
ing),compa redw ith13%o fcon t
rolg roups tudents.There
isal soev idencethatp rog rammesa reeffect
iveinsuppo rtingadu ltstoach ieveco l
lege-level
credi
tsandpassco llege- levelcou rses. Aninnova
35 t
ivepedagog y mode l-theDCMP
programme-foundtha t27%o fprog rammeg roups tuden tsen ro
l
ledinco llegeleve l mathsand
18%passedthecou r se,rates mo rethandoub lethoseo fs tudentstakingtrad i
tiona lcou rses
.
Theseresu l
tswe resu s
tainedove rth reesemes te rs
.36
Despiteencou ragingsho rt-te rmeffects,somes tudiesdemons t

ratetha tach
ievemen t
overthelonge r-term mayno tbe ma intainedo rleadtoimp roveda ttainmen t
.Fo rexample,
ModMa th -abasic mathscou rsede l
iveredviacompu ter-basedins t
ruct
iona l
lowingforse l
f-
pacedlea rn
ing-foundtha twh ilestudents madeg rea
te rprogressea r
lyonbyea rning more
cred
itstha tcontro
lg roups tuden ts
,therewasnod iscernib
led i
fferenceincou rsecomp let
ion,
becom ingco l
lege-read yand /orpassingthef i
rstcol
lege-level mathscou rse. Mos
37 tstudents
e
itherd idno tat
temp tallrequireddeve lopmental mathcou rses/modules,fai
ledoneo r more
courses /modules,ordidno tre- enro
l.Similarf
indingswe refound inotherp rogrammes-de spi
te
encou ragingshort-terme ff
ects,thereislessevidenceo f meaning fu
limprovemen tstos tuden
ts’
long-te rmacadem icp rogress.38
En
rolmen
t,a
ttendanceandpe
rsis
tence
Arangeo
fdif
ferentprogrammetype shavebeenfoundtohaveaposit
iveimpacton
enro
lmen
t.Fourstud
iesp
rovideev
idenceontheef
fec
tivenesso
fprog
rammesinc
reas
ingthe
33M
ini
stryo
fHou
sing
,Commun
i
tie
sandLo
cal Go
vernmen
t,Mea
sur
ingtheimpa
cto
fcommun
ity-ba
sedEng
l
ish
languagep ro v
ision –finding sfromarandom isedcontro
lledtrial,2018 ,a cce ssed24Sep tembe r2019
34MDRC , Be comingCo llege- Read y
:Ea r
l yfindingsf
romaC ityUn ive
rsityo fNewYo rk(CUNY )sta r
tE valuation,
2018,a cce ssed24Sep tembe r2019
35Wa shington ,DC :O f
ficeofP lann ing,Re search,andEva luation,Adm inist
rationfo rCh i
ldrenandFam il
ies,U .S.
Departmen to fHea lthandHumanSe rvice s
,Wa sh
ingtonS tate’sIn tegratedBa sicEdu cationandS k
il
lsT ra
ining(I-
BEST )P rograminTh reeCo l
lege s
:Imp lemen tat
ionandEa rlyImpa ctRepo r
t(PACE ),2018 ,acce ssed24
Septembe r2019 ;Commun ityCo llegeRe searchCen ter,Newe viden ceo fsu cce ssforCommun i
t yCollegeremed ial
Engl
ishs tuden ts
:T rackingthe Ou tcome sofS tudentsintheA cceleratedLea rningP rogram(ALP ),2012 ,a ccessed
24Sep tembe r2019 ;NCPR ,B ridgingthegap :An impacts tud yo feightde velopmen ta
lsumme rb r
idgep rogramme s
inTe xa s
,2012 ,a cce ssed24Sep tembe r2019
36Cen terfo rtheAna lysisofPo st-Seconda ryRead iness,Ma k
ingi tthrough :Inte r
imF inding sonde ve
lopmen ta
l
studen ts
’p rog resstoco l
lege ma thw iththeDanaCen ter ma thema t
icspa thwa ys,2018 ,a cce
ssed24Sep tember
2019
37MDRC , ARandom izedCon trolledT ria
lo fa Modu lar
ized ,Compu ter-Assisted ,Self-PacedApp roachto
Developmen tal Math,2018 ,a cce ssed24Sep tembe r2019
38MDRC , Se rvingcommun ityco lleges tuden tsonp robation:4- yearfindingsf romCha ffeyCo l
lege ’sOpeningDoo rs
Program ,2011 ,a cce ssed24Sep tembe r2019 ;MDRC , Mo regu idan ce,be t
te rre sul
ts?Th ree- YearE f
fe ct
so fan
Enhan ceS tudentSe rvicesP rog rama tTwoCommun ityCo llege s,2009 ,a cce ssed24Sep tembe r
19
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
numbero fpartic
ipan
tsen ro
l
lingonacou r
se.39Of
ten,studiesfoundthatprog
rammes tudents
maybe mo rel
i ke
lytotakeupafu l
l-timecou rsethancontrolstudent
swhoop tforpa
rt-
time
s
tudy. They maya
40 lsobe morelike
lytoen ro
lon mo rethanonenewcou rsea tthes
tartofthe
prog
ramme 41
. Howeve r
,itisnotedthat
increaseden rolmentis mostl
ike
lyatt
ributab
letothe
prog
rammes ta r
t
ingatthesamet ime.42
Programmeshavebeenfoundtohaveam ixed impa c

tona t
tendance.TheASK
behaviouralin
ter
ventions( seeBox2fo r mo rede ta
i
l)founds ign
if
ican
timp rovementsin
at
tendanceonbas i
csk i
ll
scou rses 43
. Ove ra
ll,thePACEp rogrammesfoundas ign
if
icant
increaseintheamoun tofeduca t
iono rtrainingreceived(
i.e.hoursat
tended )
. Onestudytes
ting
theeffecto fa£5incentiveforeveryc lassa ttendedfoundithadanadve r
see f
fectonlearne
r
at
tendance.Theau thorssugges tthatthep rogrammeshou ldberepl
icatedw i
thalarger
incenti
ve.44
Short-termp rog ramme s mayno timp rovepe rs

istence,retention,and /orprogressionin to
furthereduca tion.The reareanumbe ro fstudiesevaluat
ingprog rammestha tlas
tasemes te
r
(
i.e.threetofou r monthslong). Ove ral
l
,sho rt
-terminterven
tionstendtoleadto modes t impacts
thatareconcen t
ratedinthedu rationo fthep rogramme .Theev idencesugges tsthattheseby
themse lvesareno ttypical
lysuff
icien ttoboos tre-
enrolmentorlastingchangestos tudents’
progress
ion. Fo
45 rexamp le,theDCMPs tudy( seeBox2)foundtha tover85%o fs
tuden tsfrom
bothgroupswe reregisteredforcou rsesdu r
ingthe i
rfirs
tsemes terinthes tudy
,butlessthan
50%we rest
il
len rol
led incollegebythe i
rthirdsemes ter
,unde rscoringthechal
lengetha t
commun itycol
legesfa cetosuppo rtingstuden tstope rs
istf
romsemes te
rtosemes ter
.46
Stud
iesthatt
racklong-te
rmoutcomesof
tenf
indtha
tprogrammes tuden
tsdonot
main
tainprog
ress. Fo
rexamp
le,aneva
lua
t
ionofaPBSfoundtha
tcred
itsea
rned
,andra
tes
39Wash
ing
ton
,DC
:Of
ficeo
fPlann
ing
,Re
sea
rch
,andEva
lua
tion
,Adm
ini
stra
t
ionfo
rCh
i
ldrenandFam
i
lie
s,U
.S.
Depa r
tmen tofHea l
thandHumanSe rv
i ce s
,Wo rkforceDe velopmen tCoun c
ilofSea tt
le- K
ingCoun tyHea lth
Ca ree rsforallP rog ram :Imp lemen tat
ionandEa r
lyImpa ctRepo r
t(PACE ),2017 ,acce ssed24Sep tembe r2019 ;
MDRC , Doub l
ing G radua tionRa te s:Th ree- yeare ffectso fCUNY ’ sA cceleratedS tud yinA sso ciateP rogramme s
(ASAP )forDe ve lopmen talEdu cationS tuden t s
,2015 ,a cce ssed24Sep tembe r2019 ; MDRC ,Lea rning
Commun i
t
ie sfo rS tuden tsinDe velopmen tal MathImpa ctS tud iesa t Queen sboroughandHou stonCommun it
y,
2011,a ccessed24Sep tembe r2019 ;Be t
tinge r,E.Pando the rs,Thero leo fapp l
i ca
tiona ssistan ceand information
inco llegede c
i s
ion s
:Re sultsfromtheH&RB lo ckFa fsaE xpe rimen t
,2012 ,a cce ssed24Sep tembe r2019
40MDRC , Pa yingfo rPe rsisten ce:Ea r
lyRe sul
t sofaLou is ianaS cho larshipP rogramfo rLow- IncomePa rents
Attend ingCommun i
t yCo llege,2006 ,a cce ssed24Sep tembe r2019
41P o
licyS tudie sIn st
ituteUn iversityo f We stmin s
te r,Impa cto fadu ltba s
i cskil
lspa th f
inde re xten siona ct
i v
it
ies:
Stage2o fthee valuation,2003 ,a ccessed24Sep tembe r2019
42MDRC , Mo regu idan ce,be tterre su
lts?Th ree- Yea rEffe ctso fanEnhan ceS tuden tSe rvicesP rograma tTwo
Commun i
tyCo l
lege s,2009 ,a cce ssed24Sep tembe r
43D epartmen tfo rEdu cation,Imp ro v
ta inmen tin ma th sandEng lishcou rse s
:in s
igh tsf
rom
beha viouralre sea rch,2018 ,a cce ssed24Sep tembe r2019
44B roo ks,G .ando thers(2008 )Random i sedcon troltr
ialo fin centi vestoimp rovea ttendan cetoadu l
tli
tera cy
cla sse sOxfordre viewo fedu cat
ion 34 (5 )page s493- 504 .
45MDRC , Mapp ingSu cce ss:Pe r
fo rman ce- BasedS chola rship s,S tuden tSe rvices,andDe ve
lopmen tal Math,2014 ,
46C enterfortheAna lysiso fPo st- Seconda ryRead ine ss,Ma kingi tthrough :Inte r
imF inding sonde velopmen ta
l
studen ts
’p rogre sstoco llege ma thw iththeDanaCen ter ma thema ti
cspa thwa ys,2018 ,a cce ssed24Sep tembe r
2019
20
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
ofpers
i s
tencedec linedove rthep rog
ramme ’sli
fetime .
47Inthefirs
tyea r,programmes tuden
ts
earnedanave rageo f15.9c redits
,compa redw i
thanave rageo f14 .2cred
itsinthecon tro
l
group— anes timated impac tof1 .7cred
its.Inthesecondyea rofthestudy,a f
te rthe
schola
r shipended ,programmeg roupstuden tsea rnedanave rageo f0
.7c redi
ts mo rethan
contro
lg roupstuden ts
.F ina
lly,inthethirdandfou rthyears
,thenumbe rofcreditsea rnedwas,
onave rage,thesamefo rbo thg roups.Studiestha tfindposi
tiveen rolmenteffectstendtobe
present
ingea r
l yfindingsrathe rthantrackingou tcomesove rthelonge rterm 4
.8
Wide
rimpac
ts
Interventionscanimpac tonlearne rs’sof
tskil
lsincludingtheirself
-conf
idence,
emp loyabil
ityandsoc ialinteg
rat
ion .Thereisevidenceofprogrammeshav ingapos it
ive
impac tons tudents
’sel
f-
managemen t,
independence ,se
lf-awareness,in
teres
tinli
felong
learning,emo t
ionalin
tel
l
igence,andengagemen tincol
lege49
. TheCBELp rogrammefounda
s
ignif
i can
timpac tonsocialin
tegra
tion measures
,includ
ingcon f
idencein
teract
ingw i
thserv
ices
andsoc ia
linterac
tions50
. TheASKin tervent
ionsfoundthatbui
ldingnon-cogni
tiveski
llsaspar
t
o
facou rsecanhaveanimpac tonwhe the
ranindividua
lsucceeds ineducat
ion.51
Studiesshowpos itiveimpac tsonemp loymen toutcomes .Someo fthes tudiesinth i s

reviewa reevaluationso fsec tora
lo roccupationalt
rainingprogrammesfo rlow- income ,low-
ski
lledadu l
ts,andthe refore measu reemp loymen toutcomes inadd i
tiontoa t
tainmen tand
achievemen t
.Someshowac lea rimpactonpa r
t
i c
ipants’earnings.Forexamp le,resu l
tsf rom
theYea rUp inte
rven tion(acomp rehens
ivesuppo r
tmodelincludingoccupa tionaltraining ,basic
ski
llsprovis
ionandf inanc ialsuppo r
t)showa53%inc reaseinea rn
ingsforthet reatmen tg roup
(thei
rave ragequa rterlyea rn
ing swere$5 ,454,compa redtothecon trolgroup membe rsea rn
ing
$3,559onave rage). Ano
52 therofthePACEp rogrammesshoweda9 -percentagepo intincrease
inemp loymen tinahea lthcareoccupa t
ion(25%fo rtreatmentg roup membe rsve rsus16%fo r
contro
lg roup membe r s)
. Howeve
53 r
,emp loymen tprogressionwasin tolow- payingpos itions.
Iti
sargu
edtha
tp rog
ress
ionintohighe
rpay
ing jobsand/o
rh ighe
r-sk
il
ljobs maytake mo
ret
ime
toach
ieve,h
igh
light
ingtheimpor
tanceoft
rackingoutcomesove rthelonge
r-
term.The Wel
fare
to Wo
rkprog
rammewh ichprov
ides GEDpreparat
ioncourses,basi
c maths
,EnglishandESOL
47MDRC
, Fou
r-Yea
ref
fec
tsonDeg
reeRe
ceip
tandEmp
loymen
t Ou
tcome
sfromaPe
rfo
rman
ce-
Based
ScholarshipP rogramin Oh io,2015 ,a cce ssed24Sep tembe r2019
48MDRC , Enhan c
ing GEDIns t
ru c
tiontoP repa reS tuden
t sfo rCo llegeandCa reers,2013,a ccessed24Sep tember
2019; MDRC ,B r
ingingCUNYa ccelerateds tudyina ssociatep rogramme s(ASAP )to Ohio
,2016 ,accessed24
Septembe r2019
49MDRC , KeepingS tudentsonCou rse:An impa ctstudyo fas tudentsu cce sscou rseat Gui
ldfordTechnica
l
Commun i
t yCo l
lege,2012 ,a ccessed24Sep tembe r2019
50M
inistryo fHou s
ing ,Commun i
tiesandLo ca
l Go vernmen t
, Mea sur
ingtheimpa ctofcommun ity-ba sedEng l
ish
languagep ro v
is
ion –findingsfromarandom i
sedcon tro
lledt rial,2018,acce ssed24Sep tembe r2019
51Depa r
tmen tforEdu cat
ion,Imp ro v
ingengagemen tanda ttainmen tin math sandEng l
ishcou rses
:in s
ightsfrom
beha v
iouralre search,2018 ,accessed24Sep tembe r2019
52Washington,DC :O f
ficeofPlanning,Re search,andEva luation ,Adm in
istrationforCh i
ldrenandFam i
lies
,U .S.
Departmen tofHea lthandHumanSe rvices,B r
idgingthe Oppo rtuni
tyD i
videfo rLow- In
comeYou th:Implemen ta
tion
andEa rlyImpa c
tso ftheYea rUpP rogram(PACE ),2018,a cce ssed24Sep tembe r2019
53Washington,DC :O f
ficeofPlanning,Re search,andEva luation ,Adm in
istrationforCh i
ldrenandFam i
lies
,U .S.
Departmen tofHea lthandHumanSe rvices,In s
ti
tutodelP rog re soLatino’sCa r
rerasenSa ludP rogram:
Implemen tat
ionandEa r
lyImpa ctRepo rt(PACE ),2018,a cce ssed24Sep tembe r2019
21
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
coursestohighlydisadvan
tagedadults,showedthatass tuden
ts’sk
i
ll slevelsincreasedand
reachedce r
tainatta
inmentbenchma rks,theyappearedtohavesubs tantialbenefi
tsintermsof
employmen t
,earnings,andsel
f-su
ff
i c
iency. Thela
54 testevaluat
ionofP roject QUESTshow si
t
hadala rgeposi
tiveimpactoncareer-advancementove rasix-
yearpe riod 55
. Fo rexample,
QUESTpa r
ti
cipantsearned$5,080 morethancontro
lg roup membersinthes ix
thyea raf
ter
studyenrolment
.
Fu
rthe
rworkwou
ldbeneededtofu
l
lyassesss
tud
iestha
texam
inee
conom
icandsoc
ial
ou
tcomes
.
Wha
ttypeso
fapp
roachesa
rel
ike
lytobee
ffec
tive?
Th
issect
ionexp
loresthetypeso
fin
ter
ven
tionstha
two
rktoimp
roveou
tcomesfo
r
d
isadvan
tagedadul
tlearner
s.
Evidenceonthee f
fec
tivenesso fbasicski
llsintervent
ionsis m ixed
.BoththeCBELand
USwo rkp
lacel
ite
racyprogrammessizably
imp rovedlearne
r s
’languageandli
teracyski
l
ls
comparedwiththecon
trolgroup
.Inthelat
terprogramme , morethan85%o fworkerswho
at
tendedawo rkp
lacel
i
teracycoursescoredhigherthanthetypicalworke
rinthecontro
l
group
.56
Asd iscussedinthep revioussec tion,the We lfareto Wo rkP rogram ,whichincludedarangeo f

basicskil
lsp rov
i s
ion ,imp rovedpa rt
icipants’skillslevels
, GEDrece iptanden rolment intofur
ther
postseconda rylea rningcompa redtothecon t
rolg roup.Howeve r,onlyasma l
lp roport
iono fthe
programmepa r
ticipan tsinc reasedach ievemen tanda t
tainmen t
.Tho sethatdidpu rsuefu r
ther
learningappea redtoe xperiencesubs tantialbene fi
tsinte rmso fincreasedea rningsandse l
f-
suf
ficiency,indicatingapos it
ivesnowba lle f
fec tforasma l
lp roport
iono fpart
icipants
. The
57
Ski
llsforLifeeva luationfound modes timp rovemen tsinp rogrammepa rt
icipants
’lite
racyand
nume racysk i
lls
,bu tove rallnos igni
ficantdifferencebe tweenthemandthecon tro
lg roup.58One
studyexp lor
ingthee f
fec tso fabas icski
llsp rog rammeintheUSshow spos i
tiveimpac tson
achievemen tandsho rt-te rmpe rsi
stence,bu tnoev idencetha tthecou r
seincreasedcomp let
ion
ofcollege-levelc reditso rdeg reecomp let
ion 5
.9
The
rei sev
idencethatsugges
tsinter
vent
ionstha
tinclude mu
lt
iplesuppor
tstrandscanwo rkto
improveoutcomes.Therei
sevidenceintheth
reeevaluat
ionsofCUNYASAP,wh ichinc
luded
f
inancia
lsuppor
t,pe r
sonaladv
isors
,flex
iblep
rov
isionandcaree rspec
ial
is
ts,tosuggestthatthe
54MDRC
, Imp
rov
ingBa
sicSk
i
lls
:TheE
ffe
ctso
fAdu
l
tEdu
cat
ionin We
l
fareto Wo
rkP
rog
ramme
s,2002
,accessed
24Sep tember2019
55Economic Mobi
lityCo rporation,Esca
lat
ing Ga ins:TheE lementso fProject QUEST ’sSu cce
ss,2018,accessed
24Sep tember2019
56USDepa r
tmen to fEdu ca
tion Mathemat
icaPo l
icyRe searchRepo rts
,Add ressinglite
racyneedsatwork:
Implementat
ionandImpa c
to f Workp
laceLiteracyP rog ramme s,1998
57MDRC , ImprovingBa sicSkil
ls
:TheE ffectso fAdultEdu ca
t
ionin We lfareto Wo rkProgrammes,2002
,accessed
24Sep tember2019
58Departmen
tforEdu cationandS ki
l
ls,Evaluationofimpa ctofski
llsforl
ifelearning:Repo r
tonSweep2,2006 ,
accessed24Sep tember2019
59NC PR,Theimpa c
to fpo stsecondaryremedia t
ionu singareg ressiond i
scontinui
t yapproach
:Address
ing
endogenousso r
tingandnon comp l
iance2008,a ccessed24Sep tembe r2019
22
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
comp rehensivesuppo rt modelofferedtolow -

income ,low
-ski
lledstuden tswor kstoimp rove
enrolment,pe rs
istenceanda tta
inmen t 60
. Thef irs
tASAPp rogramme subs tan
tiall
yimp roved
students’academ icou t
comesove rthreeyea rs
,almos tdoubl
ingg radua t
ionrates,increasing
thenumbe ro fcredi
tsea rnedandinc reasingenrolmentonh ighereduca t
ioncou rsescompa red
toratesamongthecon trolgroup.G iventheseunp recedentedfindings,the mode lwasro l
ledou
t
andeva luatedino thercommun itycolleges,withf
indingsthatco r
roborate.Othe rprogrammes
suchastheVa l
leyInit
iat
iveforDeve lopmen tandAdvancemen tandP roject Quest,which
o
fferedcomb inedp rov
isionsuppo r
tthesef ind
ings.61
However
,the OpeningDoorsprog
ramme,whichprov
idedtwoelemen
tsofsuppor
t–enhan ced
studen
tservi
cesintheformofregu
larandin
tens
ivesuppor
tfromacol
legecounse
lloranda
modestst
ipend,foundtha
tanyposi
ti
veimpac
twaslimi
tedtotheprog
rammeli
fet
ime .62
Innovativepedagog icalapproachescan wo rktoimp rovea ttainmen tandpe rsistence.A

ll
threestudies inc
ludedinth isreviewunde rtheca tego ryo f‘
innova tivepedagog y
’resu l
tedina
posi
ti
veimpac t.TheDCMPrepo r
tfoundthatp rog rammepa r
tic
ipan t
swe re morel
i kel
ytopass
thebasic ma thscou rsethanthecon t
rolgroup. Ga
63 insfo rthep rog rammes tudentscon tinued
tobeobse rved(measu redbyen rolmentinandpass ingaco llege -
leve l ma
thscou r se)inthe
fo
llowingtwosemes ters.Thesefindingsindicatetha tth
i s modelcanhe lpstudentsreacha
cr
it
icalcol
lege m i
lestone : mak
ing i
ttoandth roughaco l
lege-leve l ma thcou rse
.Innova tive
pedagog ywasa lsoeffect
iveinteachingadu l
t sbas i
c ma thsinFEco llegesinEng landand
de
liver
ingabas icli
teracycou rsetolow leve
lreade rsintheUS . 64
Occupat
ionaltrain
ingintervent
ionsthatembedbas icsk il
lscon ten
tcanimp rove
at
tendance,attainmentandp rogress
ionin tofurtherlearning.TheTraineesh
ipsprogramme
inEngland
inc reasedthel
ikel
ihoodofprogrammepa r
t
i c
ipants mov
ingintofur
therlea
rning
:42%
o
ftra
ineeswe reinfur
therlea
rning12 monthslate
r,compa redw i
th29%o fthe matched
60MDRC
, Doub
l
ing G
radua
t
ionRa
tes
:Th
ree-
yea
ref
fec
tso
fCUNY
’sA
cce
lera
tedS
tud
yinA
sso
cia
teP
rog
ramme
s
(ASAP )forDe velopmen talEdu cationS tuden ts,2015 ,a ccessed24Sep tembe r2019; MDRC ,B ringingCUNY
accelera teds tud yina sso c
iatep rog ramme s(ASAP )to Ohio,2016 ,a ccessed24Sep tembe r2019 ; MDRC ,
Becom ingCo l
lege- Read y:Ea r
l yfinding sfromaC it yUn ivers
ityo fNewYo rk(CUNY )s ta r
tE valua t
ion,2018 ,
61Wa shing ton,DC :O f
ficeofP lann ing,Re search ,andEva luation,Adm in
i s
tra
tionfo rCh ildrenandFam i
l
ie s
,U .S .
Departmen tofHea l
thandHumanSe rvi ces,Va lle yInit
iativefo rDevelopmen tandAd van cemen t:Imp lemen tation
andEa rl yImpa ctRepo r
t(PACE ),2017 ,a cce ssed24Sep tembe r2019;Wash ington,DC :O f
fi ceo fP lanning,
Resea rch ,andE valuation,Adm inistrationfo rCh ild renandFam i
l
ies,U .S.Depa rtmen to fHea lthandHuman
Serv
i ce s,In sti
tutode lP rogre soLa tino ’sCa rrera senSa ludP rogram:Imp lemen tat
ionandEa rl yImpa c
tRepo rt
(PACE ),2018 ,a cce ssed24Sep tembe r2019 ;E conom ic Mob i
l
ityCo rporat
ion,Esca lating Ga in s:TheE lemen t sof
Pro
je ct QUEST ’sSu cce ss,2018 ,a cce ssed24Sep tembe r2019
62MDRC , Moregu idan ce,be t
te rre sults?Th ree- Yea rEffectso fanEnhan ceS tudentSe rvicesP rog rama tTwo
Commun i
tyCo l
lege s,2009 ,a cce ssed24Sep tembe r
63Cen te rfortheAna lysisofPo st-Se condaryRead ine ss,Makingitthrough:InterimF ind ingsonde velopmen tal
studen ts’p rogresstoco l
lege ma thw iththeDanaCen ter ma thema t
icspa thwa ys,2018 ,a cce ssed24Sep tembe r
2019
64CfBT ,Ra is
ing ma th satta
inmen tth roughenhan cedpedagog yandcommun icat
ion:Re sultsf roma‘ teache r-leve
l’
random isedcon trolledt r
ial,2013 ,a cce ssed24Sep tembe r2019 ;Rich ,RandShephe rd,M .J,Tea chingte s
t
comp rehen s
iontopoo radu ltlearne rs,1993
23
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
compa r
isong roup.65Therewasa lsoasign
if
icantimpac
tonga in
inganyposi
tiveoutcomew ith
in
12 months 66
. TheJobsCo rpsp rog
ramme,I-BESTandP imaCommun i
tyCol
legePa thwaysto
Heal
thcarep rogrammewe rea l
sofoundtoinc
reaseco l
legecourseenro
lment
,creditsearned
andc reden
tialatta
inment 67
. Howeve r
,resul
tsfromotherPACEp rogrammeswh i
cha re
categor
isedasoccupa t
ionaltrain
ingsuchasthe WTAConnec tProgramandMadisonA rea
TechnicalCollegePa t
ien
tCa rePathwayProgramshow lim
itedimpactoneducat
ional
outcomes.68
S
imilar
ly,the
rei sev
idencetosuggestembedd
ingvocat
ionalcon
ten
tinessent
ialsk
i
llsprov
is
ion
wor
kswe llfo
rstudentsprepa
ringfo
rthe GEDexam–p rogrammepar
ti
cipan
tshadh ighe
r
coursecompletionra
te,exampassratesandwere mo
reli
kelytobeen
rol
ledincol
legethanthe
cont
r o
lgroup.69
Behav ioura
lin terventionshave m ixedresu l
ts.TheASK in
tervent
ionsfoundthat
programmestha tp rov
idelearnerswithencouragemen t
,soc ia
lsuppo r
t,theoppor
tunitytoref
lec
t
onwhytheyva luelea rningandfeedbacktoh ighl
igh te
ffo
rtandpe rfo
rmancecanbepa r
ticu
lar
ly
e
ffective–imp rovingattainmentanda t
tendan . Oneo
ce70 fthe mosteffect
ivein
tervent
ions
incorporatedbo thweek lytex
t messageso fencou ragementto lea
rnersandupda testotheir
socialsuppo r
ters(familyandfriendsofthelearner)
.Further
,asho rtwrit
ingexerc
ise,inwh i
ch
learne r
sreflec
tedonthe irpersona
lvaluesandwhytheya reimpo r
tanttothem,alsoimproved
at
tainmen t
.
AUSstudywh
ichexploredtheimpactofaprog
rammep rov
idinglowincomeindiv
idual
swi
th
pe
rsona
lass
is
tanceforstudentloanapp
li
cat
ionsfoundthatthisf
inanc
ial‘nudge
’ledto
65Th
isdoe
sno
tin
cludetho
setha
t mo
ved
intoanapp
ren
t
ice
ship
. Mov
ingin
toanapp
ren
tice
shipwa
sasepa
rate
ou tcome mea sure.
66D epa rtmen tforEdu cat
ion,E st
ima t
ingtheimpa cto ftra
inee ships,2019 ,a cce ssed24Sep tembe r2019
67Am er
icanE conom icCo rporation ,Doe sJobCo rps Wo rk?Impa ctF ind ing sf romtheNa t
ionalJobCo rp sStud y,
2008,a cce ssed24Sep tembe r2019 ; Wa sh
ington,DC :O ff
iceo fP lann ing,Re sea rch,andEva luat
ion,
Adm inist
rationforCh ildrenandFam i
l
ie s
,U .S.Depa r
tmen to fHea lthandHumanSe rvices,PimaCommun ity
Col legePa thwa ystoHea lthca reP rogram :Implemen tat
ionandEa rlyImpa ctRepo r
t(PACE )
,2017 ,a cce ssed24
Sep tembe r2019 ; Wa shington,DC :O f
ficeo fPlanning ,Re sea rch,andE valua tion ,Adm inis
trat
ionfo rCh ildrenand
Fam i
lies,U .S.Depa r
tmen to fHea lthandHumanSe rvices,Wa shing tonS tate’ sIn tegratedBa s
i cEdu cationand
S k
il
l sT ra
ining( I-BEST )P rograminTh reeCo l
lege s:Imp lemen tat
ionandEa r
l yImpa c
tRepo r
t(PACE ),2018 ,
a cce ssed24Sep tembe r2019
68W a shington,DC :OfficeofP lann ing,Re search,andEva lua t
ion ,Adm inistrationfo rChild
renandFam i
lies,U .S.
Depa r
tmen tofHea lthandHumanSe rvicesWa sh
ing ton, De s Mo ine sA reaCommun i
tyCo l
lege Wo rkforceT raining
A cadem yConne c
tP rogram :Imp lemen tat
ionandEa rlyImpa ctRepo rt(PACE ),2018 ,a ccessed24Sep tembe r
2019;Wa shington,DC :O f
ficeofP lanning,Re search,andE valuation ,Adm inistra t
ionfo rCh i
ldrenandFam il
ies,
U.S.Depa r
tmen to fHea lthandHumanSe rvicesMad isonA reaTe chn icalCo llegePa t
ien tCarePa thwa yP rogram :
Imp lemen ta t
ionandEa r
lyImpa ctRepo rt(PACE ),2018 ,a cce ssed24Sep tembe r2019;Wa shington,DC :O f
ficeo f
Plann ing,Re search,andEva lua t
ion,Adm inis
trat
ionfo rCh ildrenandFam i
lie s,U .S.Depa rtmen tofHea lthand
HumanSe rvices,Wo rkforceDe velopmen tCoun c
ilofSea t
tle- K
ingCoun tyHea lthCa reersfora l
lP rogram :
Imp lemen ta t
ionandEa r
lyImpa ctRepo rt(PACE ),2017 ,a cce ssed24Sep tembe r2019
69MDRC , Enhan c
ing GEDIns tru ct
iontoP repa reS tudentsfo rCo l
legeandCa ree rs,2013 ,acce ssed24Sep tembe r
2019
70D epa rtmen tforEdu cat
ion,Imp rov
tainmen tin ma th sandEng lishcou rse s
:in s
igh t
sfrom
beha viouralresea rch,2018 ,a cce ssed24Sep tembe r2019
24
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
increasedco
l
legeat
tendance
,pers
is
tence
,andaidreceiptcompa
redtothosewhorece
ived
informat
ionabou
ttheloanbutnoper
sona
lass
is
tance.71
Othe
rs tud
ieshaveeva luated‘ s
tuden tsucce ss’cour sestha tfocusonchang ingstudents’
behavioursanda tti
tudes,includingincreasingthe i
rawa renesso fthei
rando the
rs’emo t
ions,
understandingtheirownlea rningstyles,improv ingt
ime managemen tsk i
ll
s,andrecogn ising
thei
rrespons ib
il
ityforthei
rownlea rningtop repa rethemfo rcommunitycollege.A
72 l
though
f
inding sdemons trateapos i
tiveimpac tons tuden ts
’behav iour(e.g
.se l
f-
managemen t,
inte
rdependence ,sel
f-
awa renessandin te
res tinli
felong lea rn
ing)
,thereisl
itt
leevidenceto
suggesttha tth
isapp roachimp roveseduca t
iona lat
ta inmen torachievemen tlong-te
rm.Fou r
yearsafteroneo fthes tud
iesbegan ,programmeandcon trolgroupstudentshad mades imila
r
academ icprogress.
Dig
ita
linte
rventions mayimp roveengagemen tforsomes tuden
tsbu tdonotappea rto
beany moreeffectivethant rad
itionalbasic mathsandl i
teracycoursesinrais
ing
complet
ionlevelso rattainment.AUSeva luat
ionofadultbasiceduca
tionprog
rammestha t
usedICTproductstofaci
li
tatelearningofbasicsk
il
lsfoundthat mos
tins
tructo
rsandstudents
repor
tedposi
ti
veexpe riencesofus ingICT,suggest
ingapos i
tiveimpac
tonengagemen t
.
However
,theimpactsonsk i
l
lsassessmen tresul
tswe re m
ixed.73
Otherev idencesugges tsthatdigitalinterventionshave amodes timpac tons tuden t

outcomes .Modma th( seeBox 2 )andaUKs tudyexam iningthee ffectsofacompu ter-ass
isted
instruc
tionintervent
iononbas icnume racysk i
l
lsforadu l
tsw ithlea rn
ingd isabi
li
tiesfoundthat
theapp roachwasno mo reorlesseffectivethanthet radit
ionalcou rsewh ichwasteache r-
led.
74
S
im i
larly
,afou r-weekeduca t
ionalprog rammew ithcompu terassistedinstruc
tiondes ignedto
raiseprisoners’achievemen ton ma thsandread ingtestsfoundnos igni
ficantdi
fference in
scoresbe tweenthep rogrammeandcon trolgroup. Twos
75 tudiesfromtheea rly1990sfound
compu ter-basedlearningtohaves im i
la rl
imitedimpac t. A
76 l
thoughthesecond ,theINVEST
programme ,show sthatcompu ter-basedapp roaches maywo r k moree f
fect
ivelyforimp rov
ing
mathsskil
lsthanliteracysk i
l
ls.
71Be
tt
inge
r,E
.Pando
the
rs,Thero
leo
fapp
l
ica
t
iona
ssi
stan
ceand
info
rma
t
ioninco
l
legede
cis
ion
s:Re
sul
tsf
rom
theH&RB lockFa fsaE xperimen t,2012 ,a ccessed24Sep tembe r2019
72MDRC , KeepingS tuden tsonCou rse:An impa c
ts tudyofas tuden tsu ccesscou rseat Gui
ldfordTe chn
i ca
l
Commun i
tyCo llege,2012 ,a ccessed24Sep tembe r2019 ; MDRC ,Se rv
ingcommun itycol
leges tuden
t son
probation
:4- yearfinding sfromCha f
fe yCo llege’
s Open ingDoo rsP rogram,2011 ,a ccessed24Sep tembe r2019
73SRIEdu cat
ion,E valuatingD ig
italLea rningforAdu ltBa s
icL i
teracyandNume ra cy,2017,a ccessed24
Septembe r2019
74Nicol,M.MandAnde rson,A,ACompu ter- A
ssis
tedin st
ruct
ionvs .tea cherdirectedteachingo fnume racyin
adul
t s,2000.
75 MDRC ,ARandom izedCon tro
l
ledT ria
lo fa Modu lar
ized,Compu ter-Assis
ted ,Se l
f-PacedApp roachto
Developmen tal Math,2018 ,a cce ssed24Sep tembe r2019;N icol
,M .MandAnde rson ,A,ACompu ter-Assis
ted
inst
ru ct
ionvs .teache rdirectedtea ch
ingo fnume racyinadu lts
,2000
76Thuy ,V.G,H igh-te chfore ffec
tiveESL /Fam i
lyL i
teracyInstruct
ion ,1992,a ccessed24Sep tembe r2019;W il
son
,
A.M,TheINVESTP rog ram :ACompu ter-Ba sedS ys
temfo rAdu ltA cadem icUpg rading:AP i
lotP ro
ject,1992,
25
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Acce le ratedlearningo rintensivecou rses mayp roducesho r

t-te
rmimp rovemen ts,but
theev idencesugges tsimpac ts maydec l
ineove rtime.Abridgecou r
sedesignedtosuppo rt
studen tsw ithbasicski
llsneedsbu i
ldcompe tenciesove rthecou rseofsevera
lweeksbe fore
en teringco l
legehadsome impac tonfi r
stcollege-level maths
,readingandw ri
tingcou rse
comp letion 77
. Howeve r
,bytheendo fthetwo- yearfollow-upperiodtherewasnod i
fferencein
attainmen torpersis
ten ce.Forexamp le,thep rogrammeg roupenrol
ledinanave rageo f3.3
semes te rs
,ands tudentsinthecon tro
lg roupen rol
ledinanave rageo f3.4semes te
r s
,a
d
iffe rencetha tisnotstatist
ical
lysigni
ficant
.
Astudyexplor
ingthee f
fect
ivenessofaccele
ratedlea
rningondeve lopmenta
ls tuden
ts’
outcomesinEngli
shc lassesfoundthatprog
rammepa rtic
ipan
tswe re morel
ikelythanthe
contro
lgrouptoattemptandpassdeve lopmentalEngl
ishcoursesandpe rsi
sttothenex tyearto
at
temp tandcomplete morecollege-
leve
lEng l
ishcoursesthanthecon t
rolgroup.However,the
twog roupswereequa l
lyl
ikelytoearnanassociatedegreeortransfe
rtoafou r-
yearhighe
r
educat
ioncol
lege.78
Financia lincen t
ivescan wo rktoimp roveeduca tionalen rolmen t
,a ttendance ,a tta
inment
andpe rsistence .Threeo fthes tudiesinthisrev ieweva luatethe impac ttha tPe r
formance-
BasedScho larships(PBS )haveoncommun ityco l
legelea rne rs
’engagemen t,enrolmen tand
earningo fco llegec redits( seeBox2fo r mo rede ta
ils)
.Thes tudieshavepos i
tiveresults
including inc reasingnumbe rofc redi
tsea rned ,havingapos itiveeffe ctonful
l- t
imeen ro
lment
anddec reasingthet imei ttooks tudentstoea rnadeg ree 7
. S9 trongsuppo r
tfortheva lueo f
f
inanc ialincen t
ivesa lsocomesf romtheASKbehav iouralinte rventiontrialwh ichfoundthata
cash‘buddy incen t
ive’-incen t
ivestha twe reon l
yawa rdedtolea rner swhe rebo thbudd ies
achievedthea ttendan ceta rget-ach ievedh ighe rat
tendancethanthoseintheind ividual
incen t
iveg roup ,showingtha tanincen tivetha tincorporatesasoc ia ldimens ioncanbeeven
moree f
fec ti
ve . S
80 imi
la r
ly,pos it
iveresu l
tswe refoundinap rog rammeo ffe
ringfinancial
incen t
ivesfo rlow -
incomepa rentsa t
tendingcommun itycollege .P rogrammepa r
tic
ipantshad
h
ighe rpassra tesandea rned mo recou rsec redi
tsthanthecon trolg roup.P rogramme
part
icipan tsa lsohadh ighe rrateso fregi
strationinco l
legesinthese condandth i
rdsemes ters
af
terrandomass ignmen tcompa redtothecon trolgroup. 81
F
inancia
lincenti
vesandsuppo r
tcana l
sowo rkforyoungeradu l
ts.Theimpac tevaluat
ionofthe
16-19bursa
ryfund( fo
llowingtheremovaloftheEducation MaintenanceAllowance)foundthat
par
t
i c
ipa
tionratesinful
l-timelearn
ingdroppedby1 .6percentagepo in
ts.Est
imatesshowtha t
therewasa2 .3pe rcentagepoin
tfal
lintheLe ve
l2achievemen tratebyage18 ,leadingtoa1.1
77NCPR
,Br
idg
ingthegap
:An
impa
cts
tud
yofe
igh
tde
velopmen
talsumme
rbr
idgep
rog
ramme
sinTe
xas,2012
,
accessed24Sep tembe r2019
78Commun i
tyCo llegeRe searchCenter
,Newe v
idenceofsu ccessforCommun i
tyCol
legeremed ialEngl
ish
students:Tra ckingthe Ou tcome sofStudent
sintheA cce
leratedLea rningProg ram(ALP),2012,a cce
ssed24
Septembe r2019
79MDRC , Mo vingFo rward:Ea r
lyf
indingsf
romthePe rfo
rman ce- BasedS cholarshipDemonstrat
ioninA r
izona,
80Depa r
tmen tfo rEdu cation,Imp rov
ingengagementanda ttainmentin math sandEnglishcourses:ins
ightsf
rom
beha v
iouralre sea rch,2018 ,accessed24Sep tembe
r2019
81MDRC , Fou r- YeareffectsonDeg reeRe ce
iptandEmp loymen t Ou
t comesfromaPe r
forman ce-Based
ScholarshipP rog ramin Oh io,2015,accessed24Sep tember2019
26
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
percentagepo
intfa
l
la c
rossthewholeYear13cohort
,from88.3%to87.2%
.Theau
tho
rs
at
tr
ibutethesechangestotheremova
lofthe ma
intenancea
l
lowance
.82
Conver
sel
y,as tudyte
st
ingwhe therbi-week
lyinsteadofterml
yd isbu
r sementoff
inanc
ialaid
workstoimprovestudents
’academ i
cou tcomes,foundnosubs tant
ialimpact
.Thisind
icatesthat
thetim
ingofreceipto
ffinanc
ialaid maynothaveas igni
fican
tbea r
ingons tuden
toutcomes 8
.3
One- to-one, men toringandsma llg roupsuppo r

tcans ignifican tlyimp rovepe rsistence
andcomp letionand may wo rktosuppo rt‘atrisk’groups ’a ttainmen .Wh
t iletheBea con
Mentor
ingp rogramme( seeBox2fo rde tai
l)hadnoimpac tona ttainmen toverall
,sub- group
analys
i sshow sthat‘high-risk’studen ts(leane rsrefer
redtodeve lopmen tal mathsrathe rthan
col
lege- level
,the reforeathighe rr
i skforpoo routcomes )we res ignif
i cant
lylesslikelyto
w
ithdrawf romthe ma thsc lassandea rnedas igni
ficant
lyhighe rpe r centageo fcredi
tspe r
at
temp tcompa redtothecon trolgroup 84
. Ano the rs
tudytes t
ingth reed if
ferenttypeso f
educationalinte r
ven t
ion:teamapp roach(app roximate
ly14s tuden ts,ateache randa
counsellor)
,sma l
lg roupapp roachandind i
vidualtutor
ingfoundtha tthesma llg roupapp roach
(4-
6s tuden tsto1tu tor)hadthe mos tsignif
icantimpac toncomp let
ionra tesamong ‘atrisk’
adul
tsandadu ltswhohadp revious l
yd roppedou to fadul
tbas iceduca t
ion 85
. 60%o fstuden tsin
thesma l
lg roupcomp letedth ree mon thso r mo recompa redtoa40%comp letionratefo rthose
intheteamg roup ,anda20%comp let
ionra teforthosebe ingtu toredind iv
idua l
ly.
Evidenceonthee f
fect
ivenesso flearningcommun ityin terventionsis mixed .Learning
commun i
tiesa reapopu
larstra
teg yintheUStoboos tlowsuccessra tes,par
ticular
lyamong
studen
tswhotakeupbas i
cEng l
ishand ma thprovis
ion.F i
veo fthestudiesinthisreview
explo
retheir
impac t
,butwith m
ixedresu l
ts.Onestudyfoundtha tlearnersearned signi
fican
tly
morecred
itsthanthei
rcontro
lgroupcoun terpar
tsand ma intainedthisresul
tforsevenyea rs
post-
random isat
ion
,ind
icat
ingthe long-
termeffec
tonthe iracadem icprogress.86
However
,someo fev
idenceshow stha
twh i
lelearn
ingcommuni
tiesappea rtohaveanimpac
t
onstudents
’ach
ievemen t(measuredbypassratesofdeve
lopmenta
lc lasses)du
ringthe
prog
rammesemes te
r,th
iseffec
tdimin
isheso ve
rtimewi
thnoimpactonco l
legeenro
lmento
r
cumula
tivecred
itsearnedinthesemesterfo
llow
ingtheprog
ramme .87
Wha
t wo
rksfo
r whom?
The
reisl
imi
tedev
idenceonwha tworkstoimp roveat
tainmen
tfordi
ffe
ren
tsub-g
roupso
f
d
isadvan
tageds
tuden
ts. Mos
tstud
iesincludedinthi
sreviewpresen
tanal
ysesfo
rthesamp
le
82Depa
rtmen
tfo
rEdu
cat
ion
,The16–19bu
rsa
ryfund
:Impa
cte
valua
t
ion,2015
,acce
ssed24Sep
tembe
r2019
83MDRC
, In
cremen
talD
isbu
rsemen
tso
fStuden
tFinan
cia
lAid
:Fina
lRepo
rtonA
idL
ikeAPa
yche
ck,2019
,
84MDRC , Gu
idingde velopmen ta
l maths tuden t
stocampu sserv
ices,2010,accessed24Sep tember2019
85Quigley,B.AandUh land,R .L,Retain
ingadu ltlearnersinthefirs
tthreecr
it
icalwee ks
,2000
86MDRC , ARandomA ssignmen tEvaluationo fLea rn
ingCommun it
iesatKingsboroughCommun i
tyCollege:
SevenYea rsLa ter,2014,a ccessed24Sep tembe r2019
87N PCR ,LearningCommun i
tiesfo
rS tuden tsinDe velopmentalEngl
ishImpactStudiesat MercedCol
legeandThe
Commun i
tyCo l
legeo fBa lt
imo reCoun t
y,2012 ,a ccessed24Sep tembe r2019
;MDRC , Lea
rningCommun i
tiesfo
r
StudentsinDe velopmental MathImpa ctS tudiesat Queen sbo
roughandHou s
tonCommun ity,2011,accessed24
Septembe r2019
27
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
asawho le
,tel
l
inguswha twor
ksforthecoho
rtingene
ral
.Fewerstud
iesconduc
tsub-group
analys
is.Neverthe
less,theev
idencetha
tdoesexis
tprov
idessomelearn
ingonthefo
l
low ing
studen
tcharacter
is
tics
.
D
istancef
romlea
rning
Somes tud iescomb inesub- g
roupana lys
isfinding stodemons tra
tethep rogramme ’simpac ton
‘non-t
rad i
tional’studen ts
.Fo rexamp le
,P roje c
t QUESTfoundtha timpac tswe reg reatestamong
par
tic
ipan tsaged25ando lder
,andthosewhohada GEDra therthanah ighschoo ldiploma.88
Th
isindi catesthat QUESTwaspa rt
icularlysuccess fulinreaching intothecommun itytoengage
peoplewhowe reun l
ikelytonav igatetheirwayth roughpos tseconda rytrainingtoagoodjobon
the
irown .U s
ingp rox yindica
tor sfordistancef romlea rningbasedonageandda teo frece
iving
H
ighSchoo lDiplomao rGED( s
incethe rewasno measu reof‘t
imes incetak inglast maths
c
lass’ava ilab
le )
,the MAPSs tudy–aPBSp rogrammetha tof
feredaccesstoa ma thslab–a lso
foundtha tthe interven t
ionhada mo repos i
tiveimpac tonadu l
tswhowe recons ide redlesslike
ly
totakeupeduca tionuponen ro
lmen t.Th issugges tstha tafinancialincentive maybee f
fect
ive
to motivatedi sadvan tagedadu ltstotakeupbas icskill
sp rov
i s
ion.Ano thers tudyfoundtha t
teachingadu ltsinsma l
lgroupshadthe mos ts ignif
icantimpac toncomp letionra tesamong
adu
ltswhohadp revious lydroppedou tofadu ltbas i
ceduca t
ion.89
Incon tras
t,theSkil
lsforLi
felea
rningeva luationfoundthatolderlea rners,thosewithchild
ren
andthosewhobe lievedtheyhadaliteracyp roblemwe relesslike
lytoach ieveLevel2Eng lish
and mathsqua l
if
icat
ions.Thissuggeststhata tta
inmen tappearedtobel inkedtodistancefrom
learning.As QUESTadop teda mul
tipleintervent
ionapp roach,whe reastheSk il
lsforLife
programmewasthede l
iveryofbas
icsk i
llscou rses
,thesefindingsind icatetheef
fectivenessof
comp rehensiveapproachestosuppo r
tingd i
sadvan tagedstudents.90
Age
Evidenceshowstha tthee ffec
tivenessofinter vent
ionsd i
ffer
sfo rd
if
ferentageg roups
.Two
programmestargetingyoungadu ltlearners(16to24- year-o
lds)foundthattheinte
rvent
ionhad
as t
rongerimpactontheo ldersub- g
roupo fthecoho rt
.Fo rexample,forpart
i c
ipan
tsaged19-
23,T ra
ineesh
ipshadapos it
iveimpactonbe ing inemp loymen t12 monthslater
.Incont
ras
t,
therewasnos igni
fi cantimpactfortheyounge rcoho r
to fthoseaged16 -18. TheCha
91 l
leNGe
programmefounds im ilarresu
ltsthatstaf
fa t
tributedtoh igherleve
lsof mot
iva t
ionandfocus
amongtheo ldergroup .92
P
rev
iouseduca
tiona
lat
tainmen
t/
leve
l
Somestud
iesshowthatin
ter
vent
ionswor
kedpart
icu
lar
lywel
lforlowe
rleve
llea
rners
.Fo r
examp
le,ASKbehavioura
lin
ter
vent
ionsandtheCUNYS ta
rtprogrammewere mos
teffec
tive
88E
conom
ic Mob
i
li
tyCo
rpo
rat
ion
,Esca
lat
ing Ga
ins
:TheE
lemen
tso
fPro
jec
t QUEST
’sSu
cce
ss,2018
,acce
ssed
24Sep tember2019
89Qu
igley,B.AandUh land,R.L,Re
tain
ingadul
tlearne
rsinthefi
rstthreec r
it
icalwee ks
,2000
90DepartmentforEdu
ca t
ionandS k
i
lls
,E va
lua
tionofimpa c
tofski
l
l sforl
ifelearning:Repo
rtonSweep2,2006
,
91DepartmentforEdu
ca t
ion,Est
imat
ingtheimpac
to ft
raineesh
ips,2019 ,acce ssed24September2019
92MDRC ,Sta y
ingonCou rse
:Three-Yea
rresu
ltsoftheNa t
iona
l GuardYou thCha lleNGeE va
lua
t
ion,2011
,
28
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
forstudentswhohadtheh ighestskil
lsneed.ASK mayhavehada mo repowe rfulimpac ton
lowe r
levellearne rsbecauseitint
roducede lementsthat me tlowerlevellearne rs’needs .93For
examp le
,socialsuppo r
t,oranin terven
tionwh i
chadd ressesanx ietyabou tlearningo rsel
f- doub
t
aboutthei
rab i
li
tytokeeplea rning.S imi
lar
ly
,theBeacon Men tor
ingp rogrammeta rge ted
studentsenrol
led inlowerleve
l ma thscourses,whohadah ighdeg reeo ffai
lure 94
. Wh ilethe
programmehadnoimpac tona t
tainmen tovera
ll
,theintroduc t
iono f mentorshadas igni
ficant
impac tonp rogressofstudentswhohadthelowes tski
llslevels.
Incon tras
t,othe rstudiesfoundtha tposit
iveou tcomeswe re morep ronouncedfo rpa r
tic
ipants
whohadh ighersk i
llslevels.Fo rexamp le, GAIN( seeBox2 )andaLea rn
ingCommun it
ies
programmefoundtha teduca tionalgainswe reconcen tratedamongpa rt
icipantswhohad
rela
tivelyhighleve lsofliteracywhentheys tartedthep rogramme 95
.S im i
larl
y,the
CBELt ria
lfoundtha tprevioush ighereduca tiona latta
inmen twasas ignif
icantp redicatorof
imp rovemen tinp rofic
iency,wh ichcou ldindi cateafam i
liar
ityw i
thclass -
baseds tudy,o rapti
tude
tolea rn
.Aneva luationo fdigi
tallearningforadu ltbas i
cliteracyandnume racyuncove red
chal
lengesinus ingcompu ter -
basedlea rn
ingapp roachesw ithlow-ski
lledadu l
ts .Inrecognit
ion
ofth
i s
,theau thor scon c
ludedtha tforthosew iththelowes tskil
ls
,blendedandhyb r
id mode lsof
learningw i
thins t
ruc to
rsde liver
ing50%o r mo reo finstruct
ionwou ldposs iblybe mo reeffec
tive
.
TheSk i
l
lsforL
ifeeva
lua
tionpresen ts m
ixedresu
lts.Progress
ionin c
reasedascou
rseleve
l
decreased
,suggest
ingaposi
tiveimpac tontheleastski
lledstudents
.However,s
tudentswi
th
Level3qual
if
icat
ionswe
realso mo rel
ikelytoprogress
,aswe rethosewhohadstayedin
educat
ionbeyondtheageof18 .96
F
inanc
ialdependency
The MAPS intervent
ionfoundthatthein
te r
vent
ionwas moreimpact
fulforf
inancial
ly
independen tstuden ts
,comparedtothosewhowe ref
inanc
ial
lydependent.Theau thorsa
rgue
thatthisindi
ca testhata mone
taryincen
tive maybea moresal
ien
t motivat
ingfactorfo
radul
ts
whoa reincha rgeo fthe
irownf
inancials
ituat
ion.97
Theimpacteva
luat
ionofthe16-19bu
rsa
ryfoundtha
tthemovefromtheEducat
ion
Main
tenanceAl
lowance (EMA)tothebu
rsar
ymostnega
tive
lyimpac
tedthe mos
tdepr
ived
studen
ts.98
93Depa
rtmen
tfo
rEdu
cat
ion
,Imp
rov
ingengagemen
tanda
tta
inmen
tin ma
thsandEng
l
ishcou
rse
s:in
sigh
tsf
rom
behavioura
lresea rch,2018 ,accessed24Sep tembe r2019 ;Off
iceo fRe search,Eva luation&P rogramSuppo r
t,
Sta
rt
ingtosu cceed :Theimpa c
to fCUNYs tartona cadem ic momen tum,2018 ,a cce ssed24Sep tember2019
94MDRC , Gu
idingde velopmental ma
thstudentstocampu sservices,2010 ,a ccessed24Sep tembe r2019
95MDRC , GAIN:Ba sicEdu cat
ion ina We l
fare-
to-WorkProg ramCa li
forn
ia’sG reaterA venuesforIndependence
Prog
ram,1994 ,a cce ssed24Sep tember2019;MDRC , ARandomA ss
ignmen tE valuationofLea rn
ing
Commun it
iesatK ingsbo roughCommun i
tyCo l
lege:Se venYea rsLa ter,2014 ,acce ssed24Sep tember2019
96DepartmentforEdu cat
ionandS k
il
ls
,E va
luationofimpa ctofskil
lsforl
ifelea rn
ing:Repo r
tonSweep2,2006 ,
97MDRC , MappingSu ccess:Performance-BasedS cholarsh
ip s
,S tudentServi ce
s,andDe ve
lopmen ta
l Math,2014
,
98DepartmentforEdu cat
ion,The16–19bu rsaryfund
:Impa c
te valuat
ion,2015 ,acce ssed24Sep tember2019
29
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
E
thn
ici
ty
The MAPSanalys
isa lsosugges tstha tthep rogrammewas mos teffec
tiveforBAMEs tudents
(excep
tthosewhorespondedasH i
span ic
)andlesse ffec
tiveforthosewhoiden t
if
iedaswh ite
.
Asubgroupanaly
sisshowedtha tCUNYS tarthaspositiveeffectsfors
tudentsacrossal
lra c
ial
andethn
icgroups,and ,inpa r
ti
cular,fo rAsians tudentsenrolledinEnglishcourses
,andb lack
andHispan
icstudentsen ro
lledin ma ths.Ap re
liminar
yexp lorat
iono fachievementgaps
sugges
tsthatCUNYS tart mayeffect
i velysh r
inkachievemen tgapsbetweenb lackandw h
ite,
andHispan
icandwh itestudentsin ma ths
. 99
Cos
t-e
ffec
tiveness
Theove rwhelming majo

rityofstudiesincludedintherev iewdono tp rovideev idenceon
programmecos ts
,orcos t-
ef
fectiveness.Asma l
lnumbe rofstud
iesp resent
ingea rl
yimpac ts
o
fp rog
rammeno tetha
titistoosoontop roducesuchana l
ysisandthatfuturerepor
tsw il
lfocus
oncost-bene
fi
tanalys
is
.Th issec
tionpresentsevidencethatdoesexi
stonin terven
tioncostand
cost
-ef
fect
iveness.
Evidencesugges tstha th igh- levelinves tmen tcanp roducela rgeenoughimpac tto make
thep rog rammecos t-ef
fec t
ive.CUNYASAPgene rateds ignif
icant
ly moregraduatesthanthe
usualco llegese r
vices.The refore,despitethesubs tant
ialinves tmentrequi
redtoope ratethe
programme( theco l
legeinves ted$16 ,284 morepe rASAPg roup membe rthanitdidpe rcont
rol
group membe r,or63 .2%abovetheamoun tspen tonthetyp i
calstudentrece
ivingusua lco
llege
services),theinc rease inthenumbe rofs tudentsrecei v
ingdeg reesoutpacedtheadd i
tiona
l
cost. S
100 im i
larlypositi
veresu ltswe reseeninthe MAPSp rog ramme .Theinvestmento f
between$1 ,394and$1 ,863 mo repe rstudentinthep rogrammethanpe rcont
rolgroupresu l
ted
ina5 .6pe rcentagepo intincreaseinthe l
ikel
ihoodo fcomp let
ingaco l
lege-
level ma
thscou rse.
Thisimpac tislargeenoughtha titlower sthecos tpercou r secomp let
ioncompa redwiththe
usualco llegese r
vicesw i
thou tthep rogramme .101
Ev
idencesugges tsthatsomep rog rammesa renotcos t-e
ffect
ive.The reissomeev idence
thatresource
-in
tensiveprogrammes mayno tbecost-
effec
tive.Fore xample,JobCo rpscost
$16,500perpa r
t
icipant
.Resu l
tsofthecos tbene
fi
tanalysi
sove r4-yearsu rveyper
iodfound
measuredbenefi
tswe relessthan$4 ,000
;there
fore
,programmecos tsexceedp rog
ramme
benef
its102
. Imp lement
ingb iweek
lyd isbu
rsementsoff
inancialaidwasa l
sofoundtobe
burdensomeandcos tly
.The mo refrequent
lybiweek
lypaymen tswe rerecalcula
tedtoaccoun t
99O
ff
iceo
fRe
sea
rch
,Eva
lua
tion&P
rog
ramSuppo
rt
,Sta
rt
ingtosu
cceed
:The
impa
cto
fCUNYs
tar
tona
cadem
ic
momentum,2018 ,a ccessed24Sep tember2019
100MDRC, Doub l
ing GraduationRates
:Th ree-yea
reffectsofCUNY ’sAcce
leratedStud
yinA ssoc
iateProg
rammes
(ASAP)fo rDe velopmen ta
lEdu cat
ionStudent
s,2015
,a cce ssed24September2019
101MDRC, Mapp ingSu ccess:Perfo
rman ce-BasedScholarships
,Studen
tServices
,andDe velopmenta
l Ma
th,
2014,acce ssed24Sep tember2019
102Amer
i canE conom i
cCo rporat
ion,DoesJobCo rps Work?Impa c
tFind
ingsfromtheNa t
ionalJobCorpsStud
y,
2008,a cce ssed24Sep tembe r2019
30
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
forchangesinstuden
ts
’cir
cums tances(e
.g.number
sofcour sesta
ken
),the mo
reexpens
ivei
t
wasto mainta
inthesystemofincrementa
ldisbu
rsemen
ts1
.03
Theeva
lua
tionofthe16-19bursa
ryfundest
imatestha
tdespiteshor
t-termsavings
,thepo
l
icy
madeanovera
l
llosstotheexchequerof£84 m
i
ll
ion(which autho
rsstatei
sli
kelytobean
unde
res
timate
).104
Somes tud iesest

ima tehigh‘sta
rtup ’costso fprovis
ionbu targuethatthiscos t wou
ld
reduceove rt
ime.Aneva luat
ionofeightsumme rb r
idgeprogrammeses t
imatedthatthecost
perstudentrangedfrom$835to$2 ,349.Howeve r
,theauthorss ta
tethatsomecos ts maybe
inte
rpretedas“ s
tart
-up”costs
,whicha reun
l
i kel
ytobeneeded i
ftheprogrammesa rerunin
subsequen tyear
s.The yalsosuggestembedd ingsupportprogrammessuchasthesein tothe
regu
larh ighschoolorcol
legeschedu lewou
ldreducecos ts
. 105
Interventionsthatusetex t messagestoencou ragelearners

’a t
tendanceandach ievemen t
werefoundtobepa rticular
lycos t-e
ffect
ive methods .TheASKbehav ioura
linterven
tions
tr
ialsfoundthattheestimatedcostsofthetext messageinte
rvent
ioninFEco l
legeswasles s
than£5pe rlea
rner
,in c
ludingthecostofthe messagesands taf
ftime.Aninterven
tionthat
textedpa ren
tstoexplainhoweasytheen ro
lmentp rocesswasfoundthatat£10pe raddi
tional
enrolmentforthe mosteffect
ive message
, i
twasacos t
-ef
fec
ti
vewaytoinc reaseen ro
lmen t
.6
10
Learningcommun ityin
terven t
ionsappea rtobelow- cos tre
lativetocos tsoveral
l.The
costpe rstudentoflea rn
ingcommun it
iesappearedlowwhencompa redwi
thhow much
commun i
tycollegesspendonave rageperstudent
.Arecen tanalysisofnat
iona lpostsecondar
y
educationexpend ituresintheUSes tima
tedthatcommun ityco l
legesspentanave rageo fabout
$12,000pe ryea rtoeduca teeachfull-t
imestudent. Whenthecos to flea
rningcommun it
iesis
assessedaga instthi sva
lue,thecos tsappear
incremen ta
land maybejus ti
fiabletothecollege
,
ifvalueisde r
i vedfromrunn ingthep rog
ramme .Howeve r,thereare impl
icationsontheva lue
g
iventha tthisapp roachhas m in
imalimpactons tudentou tcomes.107
De
live
ringin
terven
tions
Th
issect
iondraw sonthefinding
sfromtheev
idence
,wh
icho
ffe
rles
sonsfo
rthedes
ignand
de
l
iveryoflea
rningin
terventions
.
Rec
rui
tinglea
rne
rs
P
roact
iveandinnova
tiveapp
roachescanhelptoovercomechal
lengesinrec rui
ting
d
isadvan
tagedlea
rners.ThePACEprogrammes,wh
ichweresuccess
fulin mee
tingthe
ir
103MDRC
, In
cremen
talD
isbu
rsemen
tso
fStuden
tFinan
cia
lAid
:Fina
lRepo
rtonA
idL
ikeAPa
yche
ck,2019
,
104Depar
tmentfo rEdu ca
tion
,The16–19bu rsaryfund:Impa ctevaluation,2015
,accessed24Sep tembe r2019
105NC PR
,B r
idgingthegap :Animpactstudyofeightdevelopmen ta
lsumme rbr
idgep
rogramme sinTexas,2012,
106Depar
tmentfo rEdu cat
ion,Imp rov
ingengagemen tanda ttainmentin mathsandEnglishcourses:ins
ight
sfrom
behaviou
ralresea rch,2018,accessed24Sep tember2019
107NPCR,Lea rningCommun it
iesforStuden
tsinDe velopmen talEngl
i shImpa c
tStud
iesat MercedCo l
legeand
TheCommun i
tyCo l
legeo fBal
timoreCounty,2012,acce ssed24Sep tembe r2019
31
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
recru
itmenttargets,tookap roac tiveapproachtoengagemen tanddeve lopednewrec rui
tment
methodsandt rackedreferra
lsou r cestoimp rovetarge
t methods 10
. Fo8 rexample,oneo fthe
PACEinit
iati
vesex tens
ively mar ketedthep rogrammeth rough media ,pa r
tnersandwo rd-o
f-
mouthre
ferra
l s 109
. Po ten
tialapplican tswantingfur
therinfo
rma t
ionp riortoapplyingwereab leto
at
tendanop tional month
l yorientationsessiontolearnabou tthese rvices,el
ig
ibil
ityand
part
ic
ipat
ionrequ i
remen ts.Po tentialapp
licantswe rea
l sogiveninforma tiononthece r
ti
fica
teo r
degreeprogrammesthein i
tiat
ivesuppo r
ted .
Approp r
iatese lectionofkeyre ferralpartnersisv ital.Anexamp leoftheimpo rtanceofthe
ro
leo freferralpa rtnersisil
lustratedintheYou thCon trac
tp rogramme ,whichaimedtosuppo rt
16-24-year-oldstopa r
tic
ipa teineduca t
ion,t
rainingandwo rk. Oneo fthedelive
ry mode ls
devolvedthefund ingtoth reeco rec ityareas,whe resixlocalau tho
rit
iesdete rm
inedtheshape
andna tureo fde l
ivery.Thi s mean tthattheelig
ibil
itycr
iter
iawe rede terminedlocally
,basedon
localprior
ityandneed .Theeva luationfoundtha tengagemen tw i
thlocalau tho
ri
tieswasc rucia
l
astheyhe ldda ta,whichwasanimpo r
tantsour ceofinformationfortarget
ingapp ropria
telocal
populat
ions. Fu
110 rthermo re,deliveryagen tsconduc tedoutreachtosuppo r
ttheiden t
ifi
cat
ion
andengagemen toflearne rpopula t
ionswhoa reha rd-to-
reach ,suchasthoseno tineduca t
ion,
employmen tort ra
ining.
However,notal
lpa r
tnershipsresu
ltedin increasedrec ru
itment
. Oneprogrammewhe relearning
tookplaceinthewo rkplacefoundtha temp loyersrespondedtoapp l
ican
tsw i
th GCSEs,rather
thanthosew i
thequivalentleve
lFunc tionalSkil
lsqualif
icat
ions
. Theau
111 thorsalsonotedthat
vo
luntaryworkexpe r
ienceo fpotent
iallearnersdidno timproveresponseratesf
romemp loyers
.
Theauthorsconcludedtha t mo
reresea rchisneededinth i
sarea.
En
rolmen
t
Pre-enrolmen tsess ionstha traiseawa renesso fstuden tservicesandbu i
ldsoc ial
networkscanbebene ficia
l.The ModMa thP rogramme(a modu la r
ized,compu ter-assisted,
sel
f-paceddeve lopmen tal mathscourse)sough ttoadd resstheseba rr
iers,byo f
feringpotentia
l
studentspreparation,ortaster,coursesp r
iortoen ro
ll
ingonthefu llcou r
se. Thein
112 forma t
ion
prov
idedv iathe ModMa thini
tiat
iveincludedb r
iefing
sabou ttheeduca tionalsett
ing(for
example,s tudentservicesandcampusnav igationandso f
tskil
ls,su chass tudyandp rob
lem-
solv
ingskil
l s
).Thi sapproacha lsofosteredasenseo fcommun ityamongthelea rnercoho r
t.
Regis
trat
iontothep rogrammea lsoopenedea rly,toenablestuden tstochoosethecou rse s
theywan tedtoen ro
lonwe l
linadvanceo ftakinguplea rn
ing.Thi snoton l
yenab leds tudentsto
108Wash
ing
ton
,DC
:Of
ficeo
fPlann
ing
,Re
sea
rch
,andEva
lua
tion
,Adm
ini
stra
t
ionfo
rCh
i
ldrenandFam
i
lie
s,U
.S.
DepartmentofHea lthandHumanSe rvi cesPACEC ross- P
rogramImp lementationandImpa c
tStudyFindings,
109Washington ,DC :O ff
iceofP lanning ,Re search,andEva luation
,Adm ini
strat
ionfo rChi
ldrenandFam il
ies,U .S
.
DepartmentofHea lthandHumanSe rvice s
,Va l
leyIni
tiat
iveforDe velopmentandAd vancemen t
:Implementation
andEa rl
yImpa c
tRepo rt(PACE ),2017 ,a ccessed24Sep tembe r2019
110 D
epartmentforEdu cat
ion,TheYou thCon tractfo
r16- 17-yea ro
ldsnotinedu ca
tion,employmentortra
ining
evaluat
ion:Re searchrepo r
t,2014 ,a cce ssed24Sep tembe r2019
111Depar
tmentfo rEdu cation,Imp rovingengagemen tanda t
tainmentin mathsandEng l
ishcourses
:insightsfrom
beha v
ioura
lresea rch,2018 ,acce ssed24Sep tember2019
112MDRC , ARandom izedCon trol
ledT rialofa Modularized,Compu ter-A
ssisted,Self-Pa
cedApp roachto
De ve
lopmental Math,2018 ,a ccessed24Sep tembe r2019
32
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
crea
teascheduletha
twasconven
ien
ttothem
,ita
lsoinc
reasedthel
ike
l
ihoodo
fen
rolmen
ton
thei
rchosencourse
s.
Encou
rag
ingpe
rsis
tence
Regularandaccess ib
lecommun icationcanencou rageand mo tiva
telearne rs
,lead ingto
improvedpe rs
is tenceanda ttainmen t.Commun icat
ionin te
r vent
ionscantakeanumbe rof
forms,forexamp le,one -
to-oneo rgroupface- to-
facesess i
onsw i
thanadviser
,tex t messages,
emai
l s
,phoneca lls.Forexamp le,TheB r
idgep rogrammep rovidedregularcommun i ca
tionfrom
anadviseraboutt ransi
tionp rocesses ,sucha sresearchingfuturelearn
ingoptionsand
unders
tandingen tryrequiremen tsthatimp rovedlearners’know ledgeabouttheirnextsteps.113
TheB r
idgeinterventionsuccess fu
llybu i
l
tlea rne
rs’ski
llsforach iev
ingtheGED tes t,aswe llas
support
ingprogression intofurtherlea rn
ing.
Part
icipat
ioninsuppo r
tne tworkscaninc reaselearnerengagementandpe rsistence
.The
increaseinsuppo r
tnetwo r
ks,asaresu l
tofbeingpa r
tofaLearn
ingCommun i
ty(wh i
chconsis
ts
ofotherstudentsandstaf
f),canimprovethepe rs
istenceo
funde rp
repa
redstudents
.
Addi
tional
ly,resear
cherssuggestthattheisola
tionoflow-
ski
l
ledlearne
rsi
sreducedby l
ink
ing
theirdevelopmentalcoursetoanothercourse,becausetheywil
lbe mo
reengagedthani fbas
ic
ski
l
lsa retaughtiniso
lat
ioninastand-alonecou r
se.
Providinglea rners withacons istentsing

lepo intofcon tact
,suchasanadv iser
, men to
r
orkeywo rker
,canbebene fic
ial
.Pa r
tic
ipant
sinvo lvedinanumbe ro
fbas icsk
i
llsprogrammes
notedtheimpo r
tantroleacons is
tentpointofcon tac
tp layedinthei
rexperienceofthe
programmeandinhe lpingthemtorema inengagedincou rses.Forexamp le
,the Moving
Forwardp rogrammewh ichprov
idedeachs tuden twithanadv ise
r,addressedthereluctanceof
Lat
ino mentoaskfo rhelpbecauseo fst
rongno tionso f manhood,independence,andse l
f-
rel
iance.114Higherlevelsofcontac
tcana lsofoste rsof
tandacadem icski
l
l sdeve
lopmen t
.
Cruc
ialtoth isapproachi sac
tionplanningtoset,reco rdand measu regoals.
Studen tse rvicesshou ldbecomp rehensiveandpe rsona l

ised.Studentserv
ices may
includeacadem icsuppo r
tsuchastu tor
ing,studyski
llstrain
ing,orpract
icalsupportsuchason -
campusch ildcare,orsuppo r
tw i
thtransport.Forexamp le,theOpeningDoo rsProgramme ,
ass
igneds tuden tstoacounse l
lorwhothey me tatleas ttw i
ceeachsemes te
rfortwosemes ters
tod iscussacadem i
cp rog
ressandtoreso l veanyissuestha tmigh
ta f
fectthe
irschoo l
ing
.115
Resea rchersa lsorecommenda l

locatingfarfewerstudentsthantheregularcol
legecounse llor
s
tofac i
l
itate mo refrequent
,intens
ivecon tactwi
ththes tudentsonthep rogramme . When
116
113MDRC
, Enhan
cing GEDIns
tru
ctiontoP
repa
reS
tuden
tsfo
rCo
l
legeandCa
ree
rs,2013
,acce
ssed24
Sep
tembe
r2019
114MDRC
, Mo
vingFo
rwa
rd:Ea
rlyf
ind
ing
sfromthePe
rfo
rman
ce-
BasedS
cho
larsh
ipDemon
stra
t
ioninA
rizona,
2013,acce ssed24Sep tembe r2019 ;MDRC , Doubling Graduat
ionRa
tes
:Th ree-yeare
ffec
t sofCUNY ’
s
Accele
ratedS tudyinA ssoc
iateP rogramme s(ASAP )forDe ve
lopmen
talEducationStudents,2015,accessed24
September2019
115MDRC , Doubl
ing Graduat
ionRa te s
:Th ree-yea
re f
fec
tso fCUNY’sAcce
leratedS tudyinA sso
cia
teP rog
ramme s
(ASAP )forDe velopmentalEdu cat
ionS tudents
,2015,accessed24September2019
116MDRC , Moreguidance,bette
rre sul
ts?Th ree-YearEf
fe c
tsofanEnhanceS tudentServi
ce sProgramatTwo
Commun ityCo l
leges,2009,a ccessed24Sep tember
33
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
theseser
vicesareof
feredv
iaatrus
tedsource(i
.e.anadv
ise
r)andwe
l
l-ma
rke
ted
,theev
idence
showstha
ts tuden
tsare mo
rel
ike
lytoaccessthem.117
P
rov
ision
Provisionshou ldcons idertheaspirat
ionso fthetargetgroup.TheGA INinCa l
iforn
iawas
anoccupa tionaltraininginter
vent
ionemphas izeslarge-
scale
, mandatorypa r
t
icipat
ioninbasic
educa t
ion,inadd i
tiontojobsea rch,t
raining,andunpa idwo r
kexperience,forwelfare
recipients118
. Theeva lua
tionfoundthat GEDtes tscoregainswerecon centra
tedinthesitethat
createdan innova t
i veadu l
teducat
ionp rogrammeta i
loredtotheneedso fpeop leonwe l
fare.
Othersiteswhe rethep rogrammewasno tde l
iveredusingthisapp
roachsaw lessimpac t
.
Anothe rexamp leo ftheneedtota ilo

rp rov
i s
ioni stheuseo fdigi
talinterventionsfo rsuppo r
ting
thelea rningofadu ltswithbasicli
teracyandnume racysk ills
.Inones tudy,onef if
thof
part
icipantsdidno ten joyus
ingICTto learnandp referredtowo rkd irectlywithinstructors
,
ratherthan learningon -l . Theresea
ine119 rcherscommen tedtha tdepend ingonthesca ffo
lding
techn iquesusedtoembedtheICTp roductsandtheava ilabi
lityofsuppo r
tf romins t
ruc to
rs,
some learner
scou ldbecomes tuckinthed igi
tallearningenv ironmen tandexpe rience
frus
tra t
ion.Thi sisanimpo rtantconsiderat
ion,pa rt
icular
l yforlearne rsw i
ththelowes tsk i
l
ls
levels.The re
fo re,blendedandhyb r
id mode lsinvolvingtu torsdeliveringatleas tha l
fo fthe
inst
ruc t
ionwassugges tedas mos teffect
ivefo rbasi csk
illsp rogrammes .Iti sthereforeke ythat
programmesneedtoo f
feraddit
ionalstuden tservicesford isadvan tageds tuden tstoengagein .
Evidencesugges tstha tp rovisiona imeda timp rovingadu l

ts’li
teracyandnume racysk il
ls
ispa r
ticu
larlye f
fec t
ive wheni tembedsvoca tionalcon ten
ttha taligns wi
ths tuden ts’
caree raspi
ra t
ionsand /orpa thways .TheNa t
iona l Workp
laceLiteracyprogrammewas
designedtoemphas isecontextualised
,job-speci
ficinst
ruct
ioninba sicski
l
l sforadultswho lack
basicskil
ls
.120Thep rov
isionwh ichincludedEng l
ish, mathsandESOLwaswo rkp
lace- based.
Resultsind
icatetha tthi
sinterventionimprovedli
te racyski
ll
s,in
terestinfurthe
rlearning,
engagemen tin l
iteracytasksa thomeandse l
f-ratedli
teracyski
llsoflearners
.The rewasa lsoa
posi
tiveimpac tonteamwo rksk i
l
l sandcommun icationski
llsatwork.
Unl
iketheotherPACEp rog
rammes ,theI- BESTp rogrammeuseda ‘teamteach’approach,
meaningatleas
t50%o foccupationaltra
iningclasstimewasdelive
redbybo thabasicskil
ls
inst
ructorandanoccupa t
ionalinst
ruc to
r.Basicskil
lsinst
ruc
tor
susedconcep tsfromstudents
’
occupat
ionalcourseworkasaveh icleforbu i
ld
ingbas icacademicskil
ls;tha
tis,cus
tomizingthe
contentandins
truct
iona
ldeliverytod rawonexamp lesfromoccupationalconten
t.This
approachhadpositi
veresul
ts–thet rea
tmen tgroupmembe r
sreceivedanave rageof13 mo re
117Wash
ing
ton
,DC
:Of
ficeo
fPlann
ing
,Re
sea
rch
,andEva
lua
tion
,Adm
ini
stra
t
ionfo
rCh
i
ldrenandFam
i
lie
s,U
.S.
DepartmentofHea l
thandHumanSe rvi
ce sPACEC ross- P
rogramImp lementa
tionandImpac
tS tudyFindings,
2019,a ccessed24Sep tember2019
118MDRC, GA IN:BasicEdu ca
tionina We l
fare-to-WorkProgramCa li
forn
ia’
sG rea
terAvenuesforIndependence
Program,1994 ,accessed24Sep tembe r2019
119SRIEdu cat
ion,Evaluat
ingD ig
italLea rn
ingforAdu l
tBa s
i cL
iteracyandNume racy
,2017,a ccessed24
September2019
120USDepa rtmentofEdu cat
ion Ma thema t
icaPoli
cyRe searchRepo r
ts,Addre
ssingl
ite
racyneedsa twork:
Implemen tat
ionandImpa c
tof Wo rkplaceLite
racyP rogramme s,1998
34
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
c
red
itscompa redtocon
tro
lgroup membe
rs,andthe
rewasa32-
per
cen
tagepo
intinc
reasein
c
redent
ialreceip
t.
Therea rebene f
icialou tcomesfo rlea rners whent ra
iningadd ressesbo thoccupa tion-
specif
icandbas iceduca t
ionalsk i
l .ThePACEp
ls rogrammesintheUSinc ludedanumbe rof
stud
ieswh ichincorporatedbotheduca tionalandoccupa tionaltra
ining. Fo
121 rexamp le,one
studyfocusedont rainingforlow-incomeLa t
inosforemp loymen tinhea lthcareoccupations
(pr
ima r
ilyCert
if
iedNu rsingAss
istantandL icensedP racticalNu r
se). Thein
122 tervent
ion
increasedthenumbe ro fhoursofoccupa tionaltra
iningandba sicski
llsins truct
ionreceived
,as
wel
lasa tta
inmen tofeduca t
ionalcreden t
ialswith
inthe18- monthfol
low- uppe riod.Addit
iona
lly
,
theintervent
ionincrea sedemploymen tinthehea l
thca resec torandledtoareduc tioninthe
numbe rofpart
icipantsreport
ingfinancialhard sh
ip.
Acceleratedandin tensivep rogrammescanhe lplearne rengagemen tanddeve lopmen ta

l
learning.The rehavebeen m i xedresul
tsfromacce le
rated,intensivelearningprogramme s
,
howeve rpos i
tivebehav
iou ra
lresu l
tshavebeenno ted.Fo rexamp le,animpac tstudyo fa
studentsuccesscou rse,a taUStechn ica
lcommun i
tycol
lege,p rovidedintensi
vefocuson
changings tudents
’behav ioursanda tt
itudes(suchasincreas ingawa renesso fthei
rownand
others
’emo t
ions,understandingtheirlearn
ingstylesandrecogn izingtheirresponsib
il
ityfo
r
learning)123
. Thein terventionhadapos it
iveimpa c
tona tt
ributessucha sstudents’sel
f-
managemen tandawa renessbu tdidnotresul
tin meaningfulgainsinacadem icachievement.
Thes izeo flea rninggroupscana ffec

tcomp let
ionrates
.Resea r
chexaminedth reed
iffe
ren
t
typeso feduca tionalin
terven
tion
:ateamapp roach
,asma l
lg roupapproachandindiv
idual
tuto
ring. Thes
124 tudyfoundthatthesmal
lgroupapproachhadthe mostsigni
fican
timpacton
completionra tesamong ‘atri
sk’adul
tsandadultswhohadp revious
lydroppedoutofadul
t
basi
ceduca t
ion.
Designingcou rsestha trelatetoca ree raspira

tionssuppo rtlearnerengagemen tand
continuedcollegepa rticipat
ion.In tervent
ionsthattakeacon tex
tual
isedapp roachhavebeen
foundtohaveas igni
ficant moti
vatingfactoronlearners. Ra
125 therthandeve lop
ing maths,
writ
ingandread ingthroughgene ric
,bas icsk
il
lsexercises,studentslearntbyus ing mater
ia
ls
thatwe respeci
fictothehea l
thca reorbus inesst
racktheywe reconsideringpu rsu
ing. Oneyear
a
fterenrol
lingintheintervent
ion,s tuden
tswe refar morelikelytoha vefinishedthecou rse,
passedthe GEDexamanden ro
lledinco l
lege,thanstudentswhohada mo retrad
it
ional
prepara
tioncourse.
121E
l
izabe
thZa
chryRu
tschowandEm
i
lyS
chne
ide
r,Un
lock
ingthe Ga
te: What WeKnowAbou tImprov
ing
De velopmen talEdu cat
ion(NewYo rk: MDRC ,2011 )
122W a shington,DC :O f
ficeo
fP lanning,Re search,andEvaluat
ion
,Adm in
is
t ra
tionforChild
renandFam il
ies
,U.S
.
Depa rtmen to fHea lthandHumanSe rvi
ce s
,In sti
tutodelProg
resoLa t
ino
’sCa rrerasenSaludP rog
ram:
Imp lemen tationandEa r
lyImpa c
tRepo r
t(PACE ),2018
,a cce
ssed24Sep tembe r2019
123MDRC , Keep ingStudentsonCou rse:Animpa c
tstudyofastudentsucce sscou rseat Gu
i
ldfordTechn
ica
l
Commun i
tyCo llege,2012,a ccessed24Sep tembe r2019
124Q uigley,B .AandUh land
,R .L,Retainingadultlearne
rsinthef
irstth
reec ri
ticalweeks,2000
125MDRC , Enhan cing GEDInstruct
iontoP repareS tudent
sforCollegeandCa reers,2013,accessed24
Sep tembe r2019
35
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Contex
tualapp roacheshe lp makelea rn
ingbas icsk il
ls mo rerelevantand mean ing
ful.
Forexample,onestud yconductedinap risonenvironmen t,useds c
ienceandthena tura
lwo r
ld
asawayo f makingreading morecon textual
lyrelevan tand mean ingfu
l. Lea
126 rner
sp rac
ticed
andusedreadingsk i
l
lsandbehav iour stolearn mo reabou tatop ictha
twaso finte
resttothem.
Theexperimenta
lcu r
ricu
lumeva luatedinthe interventioncon t
ributedtoreadingga inswhi
le
st
imula
tingandsus ta
ininglea
rne r
s'interest, mo
tivation,anden thusiasm.
Sus
tain
ingou
tcomes
Providinglearners withongoingsuppo rtandaccesstose rvicescanimp rovesustained
outcomes .Anumbe ro fresearcher
sreporttha
tthebene f
ic
ialimpa c
tso fin
terven
tionswerenot
sustainedinthelongte rm,andyettherewerefewsugges t
ionsastohowth isproblem m
ightbe
addressed.Thisisah ighlyre
levan
tquestion,s
incedisadvantaged lea rne
rswil
l mostl
ike
ly
continuetofacebarr
ie rsbeyondtheprogrammelife
time;thisleadsau tho
rstoraisethequest
ion
o
fex tendingthelengtho ft
imesuppo r
tin
terven
tionsareavailable.127
Measu
ringou
tcomes
When measu r
ingou tcomeso fbas icsk i
llsin tervent
ions,thosede l
iveringthe
programmesneedtocons ider whatou tcome measu res wou ld mos teffect
ivelyind icate
success .S tudiesno tethatfo rlearnerstheimpac tsofthein terven t
ionsgo mo reb roadlythan
ski
ll
sa t
tainmen ta lone,forexamp lese lf-awareness ,sel
f-es
teemand men talhea l
th.128
Researchus ingaCommun ity-basedEng l

i shlanguagein te
rven t
ionwasdes ignedtoimp rove
funct
iona lEng lishp rovis
ionfo rindiv
idual swi
thanESOLneed . Ana
129 ly
sisofthesoc ial
integra
tionou tcomesind i
ca tedthatthe interventionledtoimp rovemen tsinsoc ia
linteract
ion
andbondfo rming.The rewasa lsoev idenceo fincreasedconfidence inindependen tlygoing
shoppingandengag ingw i
thhea l
thp rofessionals.Theresea rchresu l
tsindicatethat
Commun ity- BasedEng lishLanguagecou r sesincreaseEng l
ishlanguageab il
ityandencou rage
w
idersoc ialinteg rat
ion.
126D
rikx
,J.MandC
raw
ford
,M,SagePub
l
ishe
rs,Tea
chingread
ingth
roughtea
chingsc
ien
ce,1993
127MDRC
, Mo
regu
idan
ce,be
tte
rre
sul
ts?Th
ree-
Yea
rEf
fec
tso
fanEnhan
ceS
tuden
tSe
rvi
cesP
rog
rama
tTwo
Commun ityColleges,2009 ,a ccessed24Sep tembe r
128MDRC , KeepingS tudentsonCou rse:Animpa c
tstudyofastudentsuccesscourseat Gui
ldfordTe chni
cal
Commun ityCollege,2012 ,a ccessed24Sep tembe r2019; We
iss,B.Dando the
rs,Li
teracyedu cat
iona sa
treatmentfordep ressioninpatient
sw ithl
imi
tedl
iteracyanddepression
:Arandom isedcontro
lledtria
l,2006,
accessed24Sep tembe r2019;Hay sl
ip,B.ando thers
,Theimpactof men
talaerob
icstra
iningono lderadults
,2016
129M
inis
tryofHou s
ing,Commun i
tiesandLo ca
l Government
, Mea sur
ingtheimpactof commun ity-basedEng l
ish
languagep rovis
ion–f ind
ingsfromarandom i
sedcon tro
l
ledtr
ial
,2018,accessed24Sep tember2019
36
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Con
clu
sion
s
Inlinew i
thwha tishighlightedinexist
ing l
iteraturereview s
,akeyf ind
ingf romthisreviewisthe
overal
lscar ci
tyo fevidenceonwha two rkstoimp rovea t
tainmentamongd i sadvantaged
studentsinFEandadu ltlea rningintheUK .Th isf
indings t
rengthensthecasefo rinvestmentin
researchwh ichtestsintervent
ionstobu ildou rknow ledgeo fhowbes ttosuppo r
td i
sadvantaged
groupsach ieveou tcomes(asse tou tinthepo licypape rthataccompan iesthisrepo r
t)
.Future
researchshou ldexploretheen t
irelearnerjourneytobu i
ldourunde rs
tandingo fwha two r
ksto
imp roveou tcomesintheFEsec tor
,frompa r
ticipa
tiontorelatedlonger
-termsoc io-economic
outcomes.
Thes tudiesinth
isrev
iewexp lo
retheimpac to finte
rvent
ionsdesignedtosuppo rt
d
i sadvantagedstudents
.Howeve r,veryfewexp loretheeffect
ivenessofanintervent
ionfor
specif
icg roupsofadul
ts.Forexamp le,thereviewfoundve ryfewstudiesexplor
ingwha tworks
tosuppo r
tESOLlea rners
,lonepa ren
ts,prisonersorNEETyoungpeop leanddidno tfindany
studieswh ichta
rge
tedBAMElea rners,youngadu l
tcarers
,careleaversorlearnerswithLDD .
Therei salsoascarc
ityofevidenceontheco st-e
ffect
ivenessofprogrammes .Toimp rove
unde rs
tandingofhowbes ttosuppo r
tspecif
i cgroupsofdisadvantagedadults
,furthe
rresearch
isneededtha texp
loreswhatwo rksforwhom .
Recommenda
tions
-Gove
rnmentshouldinves
t£20 mi
ll
ionover5yea
rstoestabl
isha Wha
t Wor
ksCentrefo
rFE.
Thepol
icybr
ieftha
tac compan
iesthisrev
iewp
rov
ides moredeta
i
ledin
forma
tiononth
is
inves
tmentandp r
ior
it
iesneeded
.130
-GovernmentandtheCentreshouldfocuson whatwor
ksacrossal
lstagesofthe
learner
journey
,frompart
ic
ipat
iontolonger
-termsocio
-econom
icoutcomes
.Thiswil
lrequi
reinves
tmen
t
inlong-
termevalua
tion
sthattrackoutcomesoverseve
ralyear
s.
-Gove
rnmen tandtheCentreshou
ldalsofocusonwhatworksfo
r spec
i
ficgroupsoflearne
r s
.
D
isadvantagedgroups
,suchascareleaversandadu
ltswi
thESOLneeds ,facespeci
fi
cba r
riers
tolea
rning.Yetthe
reisl
imitedev
idenceonwhatworksfo
rwhom .
130Soc
ial Mob
i
li
tyComm
iss
ionIn
ves
tinginWha
tWo
rksinFu
rthe
rEdu
cat
ionandAdu
l
tLea
rning
:Po
l
icyB
rie
f,2019
37
38
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Anne
x1:Thee
viden
ce
Study1
:Depar
tmen tfo
rEduca
tion
,Improvi
ngengagementanda tta
inmen
tin ma
thsand
Engl
ishcou
rses:ins
ightsf
rombehav
iou
ralresea
rch,2018,accessed24Sep
tember2019
• Depa rtmen tfo rBus ine ss,Innova t

ion&Sk i
ll sfundedthec reat
iono ftheBehav iou ral
Resea rchCen t refo rAdu ltSk ills&Know ledge(ASK ).ASKa imedtousebehav iou ra
lscience
toexam ined i
ffe ren tway so fsuppo rt
ing lea rner s
,w i
thLeve l1andLeve l2Eng lishand
maths ,toimp rovethe i
rsk il
lsinthesesub jec ts.
• Inte rven tionswe reaimeda tadd ress
ingd i spo s
itionalba rr
iers
,e .g.lea rners’beliefs
,
at
ti
tudes ,pe rcep tionso flea rning ,andchang ingbehav iourstowa rdslea rning.
• Thein ter ventionstookp lacea tFEco l
leges ,wo rkplaces ,commun ityse t
ting sanda
labo ra tor yse tting .Inter ven t
ionst r
iedwe reweek lytext messagesto imp rovelea rners’
at
tendance(19+yea rg roup ),soc ialsuppo rttex tstofam i
lyandf r
iendsabou tlearne rs
’
prog ress ,week l ytext messages&soc ialsuppo rttolea rners(16–19- yea r-o
ldg roup )
,
ref
lec ti vew r
itingexe rcise(be liefsabou tlea rning),andfeedback(h ighlightinge ffor
tand
perfo rmance ).
• Random isedcon troltr
ia ls(RCTs )we redes ignedtoeva luateava rietyo fbehav iou ral
inte rven tions .Thepa rt
i cipan tswe reaged16 –19yea r sandadu lts tuden ts(ageso fadu l
ts
nots ta ted )
,whowe reen rol
ledin ma thsandEng li
shcou rsesa tFEco l
legesinEng land.
The rewasanex cesso f22 ,477pa rt
icipan ts(no tallprojectsstipu latednumbe rs).
• Wee klytex t messages imp roveda ttendanceo fadu l
tlea rners(19+yea r s)by22%and
achievemen tra tesby16%(GCSEg radeA *-C )
;soc ialsuppo rttex tsimp roveda t
tendance
rates5%andach ievemen tra tesby27%(GCSEg radeA *-C);week lytex t messagesand
socia lsuppo rttolea rne r saged16–19yea r simp roveda t
tainmen tratesby24%(GCSE
gradeA *-C );there f
le ct
i vew ri
tingexe rci seimp roveda t
tainmen tin ma thsandEng l
ishby
25%(GCSEg radeA *-C ).
• Mostsuccess fu ltrialswe rethosea imeda tpeop lealready involvedint radit
ionallea rning
prog rammes( fo rexamp lea tFEco l
leges ).Thoseind ividualsinemp loymen twe re mo re
d
iff
i culttoengageinbehav iou ra
linterven tion s.
• Thees t
ima tedcos tso fthetex t messagein terven t
ioninFEco l
legeswaslessthan£5pe r
lea rne r,inc lud ingthecos to fthe messagesands tafftime.An inte rventiontha ttexted
paren tstoexp lainhoweasytheen ro
lmen tp rocesswasfoundtha ta t£10pe radd i
tional
enrolmen tfo rthe mos te ffec t
i ve message ,itwasacos t-ef
fect
i vewaytoinc reaseen rolment
.
Study2
:Depar
tmentfo
rEduca t
ion,Therela
tiveeffec
tivenessofblendedversusface-
to-
faceadul
tEng
lishand ma
thslearn
ing,2018,accessed24Sep tember2019
39
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Pedagog icalin
tervention,usingb lendedlearning,de l
iveredbyAdu ltEducat
ionprovidersin
13cen t
res .Parti
cipantshadEn tryLevel1 ,Le vel1andLeve l2Eng l
ishand Maths.Thea im
wastotes twhe therblendedlea rn
ingandface- to-facelearn
ingd i
ffe
rinthei
reffect
ivenessa t
increasingsk i
lls
.Thep rima r
you tcomeo finterestwasa measu reofski
l
lchangeus ingItem
ResponseSco reforRead ingand Ma thsandTo talSco reforWr it
ing.
• Random isedcon troltr
ialinEng landtoasses stheimpac tofdelivery modeonsk i
l
ls.
Learnerswe reaged19+yea rsandtheo r
iginalsamp lesizewas863(472fo rEnglishand
391fo r maths)
.
• Therewasasubs tantia
lsamp leloss,whichresu ltedinthecollect
ionofpreandpos ttest
dataforon ly58w r
i
tinglea rnersand75 maths learners. Ow
ingtothesamp lesizetheab i
li
ty
ofth
isRCTtode tec tdi
fferenceswasg reat
lyreducedandthef ind
ingswe renon-s
igni
ficant
.
• Node ta
ilsoncos torcos teffect
iveness.
Study3:CfBT,Rais
ing ma
thsat
tainmen
tthroughenhancedpedagogyand
commun ica
tion
:Resul
tsfroma‘teache
r-leve
l’random
isedcont
rol
ledt
ria
l,2013
,
accessed24September2019
• Thep rogrammeexp lo redtheimpac toftrainingteache rsonaNeu ro

linguist
icP rogramm ing
Model(NLP )andlea rners’ ma thsa t
tainmen tinFEco llegesinEng land.
• RCTw ith173lea rnersagedo f16-71yea rs,whorequ iredadu ltbas icskil
lsp rov
ision.
• Theadd it
ionofNLPt rainingp roducedas ign i
ficantimprovemen tin ma thsattainment,as
measuredbythe meanpe rcentagesco reonthes ingleleve l ma
thstes t.Theinc reasein
meand if
ferenceforthisg roupwasove rthreet imestha to fthecon tro
lg roupand
approximatelyoneandaha lftimestha tofthe ‘ma thstrainingonl y
’teache rg roup.Results
sugges tsomeNLPt raining maybehe lpfulto ma thsteache rs,whe reabase lineofeffec
tive
pedagog yisinplace.
• Atota
lo f24teache rs(6inthecon t
rolcond i
tion,9ineacho ftheo thercond it
ions)comp leted
thefullresearchcycle.173adu ltlearnerscomp letedthepos t-t
rea tmen t mathstest(43w i
th
teache rswhohadno thadNLPt ra
ining,67w i
thateache rw i
tht ra
ining ininnovative maths
pedagog y,and63w i
tht raining inNLPandinnova t
ive ma ths)
.
• Cos
te ffect
ivenesswasno t men tioned.
Study4: MDRC
,MovingForward
:Ea r
lyfind
ingsfromthePe r
formance-Based
Schola
rshipDemonst
rat
ioninArizona,2013,accessed24September2019
• Thea imo fthisp rogrammewastotes tana lterna

tiveincent
i ves
tructureonpe rformancea ta
commun i
tyco llegeintheUSA .Studentselig
ibleforthePe rformanceAwa rdP rogramme
couldrece iveupto$4 ,500intota
loverth reesemes ters
.Paymen tswe recontingentontheir
meetingacadem icben chma r
ksthroughoutthesemes terandpa rt
icipat
ing insuppo r
t
serv
i ces(e.g.tutor
ingandwo rkshops)
.
• 1,028s tudentswe rerandom lyassignedtothet reatmentg roup(611 )
,o rthecon t
rolgroup
(417 )
.Theta rgetgroupwe reyoungLa t
ino men ,withlowincomes ta
tus(de f
inedashav ing
anExpec tedFam i
lyCon tr
ibut
ionof$5,273o r
less).
40
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Part
icipantshadane tincreaseinf inancia
laid,including lessre
lianceon loansthan
studentsinthecon trolgroupandwe re morelike
lytos tayincol
legefo rasecondsemes ter,
toen rolful
l-t
ime ,andtoea rn mo recol
legec redi
tsove rthefirs
tyea rofthep rogramme .The
programmeinc reasedfu ll-t
imeen rolmentinstuden ts
’secondsemes ter.Intheirsecond
semes terinthep rog ramme ,s tudentsinthep rogrammeg roupwe re13 .2pe rcentagepoin ts
morelikelytoen rolful
ltimecompa redwithacon trolgroup meano f48 .8%(a27%inc rease )
.
Thep rogrammeinc reasedthenumbe rofcreditsearned .S tudentsinthep rogrammeg roup
earneda lmos ttwofu llcredi
ts mo rethanthoseinthecon tro
lgroupo verthefi
r s
tyea rofthe
programme .
• ThisRCTd idno ta l
lowresea r cherstosepa ra
tethee ffectsofonep rogrammecomponen t
fromano ther.Thiss tudycou ldon lydeterminewhe the rtheen t
ireP rog
ramme packagewas
e
ffective.
• Coste f
fectivenesswasno tst
ipulated.
Study5: MDRC,Mapp
ingSuccess:Perfo
rmance-
BasedScholarsh
ips,StudentServ
ices,
andDevelopmenta
l Matha
tHi
llsboroughCommunityCo
llege,2014,accessed24
September2019
• Mathema ticsAccessPe rfo rmanceScho larship(MAPS )p rovidedan incen t

ivefo rlow- income
studentsa tcommun ityco lleges,whowe rere ferredtodeve lopmen tal ma ths,totakethe i
r
mathscou r sesea rlyandconsecu tive
l y
,andtohavehe lpw ith ma ths inanon- campus Ma th
Lab.Thea imwasfo rstuden tstopassw i
ththenecessa ryg rades,inre turnfo ra modes t
scholarshipcon tingen tonpe r
formance .
• AUSRCTw ithasamp les izeo f1 ,075s tuden tsw ithlow incomes tatus(hav inganExpec ted
FamilyCon tr
ibutiono f$5 ,273o rless )
,whoneededbas ic ma thssuppo rt.
• Morethan90%o fp rog rammeg roups tuden tsea rnedaMAPS awa rd(paymen t)inthefirst
semes ter,bu tscho lar shiprece ip tratesdec l
inedinthesecondandth irdsemes te rs
. MAPS
studentswe re much mo rel ike
l ytov isi
ta Ma thLabthancon trolgroups tuden ts
(engagemen t)
. MAPShe lped mov estuden tsfu r
the ralong inthe ma thscou r sesequence ,
and MAPSs tuden tsac cumu lated mo rec reditsove ra
ll
,pa r
tlybecauseo ftheirg reater
progressin ma ths .Thep rog rammehadnod isce rn
ibleimpac tons tuden tre
ten tion.
• Thecos tana ly
sisshowedtha tthe$1 ,394to$1 ,863o fadd itionalin ves tmen tineach
programmeg roup membe rresu l
tedina5 .6pe rcentagepo intincreaseinthe l
ikelihoodof
comp let
ingaco llegeleve l mathscou rse.Th i simpac twasla rgeenoughtha twhencos ts
(di
rectp rog rammecos tsp lusthecos to fc redi
tsa t
temp tedbys tuden tsove rtwoyea r
s)we re
t
iedtothenumbe ro fco llege -
leve l mathcou rsecomp le t
ions ,thep rog rammelowe redthe
costpe rou tcomeach ievedincompa risonw iththeusua lcollegese rvicesw ithou tthe
programme .Spec i
fically,thecos tpe rco l
lege- level ma thscou rsecomp le t
ionfo rthe
programmeg roupi sbe tween$126and$1 ,594less(o rupto5%le ss )thanthecos tper
col
lege- level ma thscou r secomp let
ionfo rthecon trolgroup .
• Thep rogrammeresu ltedins tuden tsea rning0 .7 mo rema thsc reditand1 .6 mo rec redi
ts
overal
l;theseimpac tswe reno tla rgeenough ,howeve r
,tolowe rthecos tpe r ma thscredits
ortotalcred i
tsea rned .
41
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Study6: MDRC,Four-
Yea
re f
fectsonDegreeRece
iptandEmp loyment Ou
tcomesfroma
Perfo
rmance-BasedScho
larshipProg
ramin Oh
io,2015,accessed24September2019
• Random isedcon trol

ledtr
ia linvolving2 ,285commun i
tycol
leges tuden ts
,aged18yea rsand
o
lderandfocus ingonlow- incomepa rents,the majo
ri
tybeing low-income mo thers.The
intervent
ionwasf inanc
ialsuppo rt,thatis,ape r
formance-basedscho larship.
• Thes tudyincludedfou ryea rsofpos t-randomass ignmentda tatoexam inethelong -
term
impac tofape r
formance -basedscho larshipprogramme ,sincefinanciala idiscont
ingenton
academ icperformance ,ondeg reerece ip
t,emp loyment,andea rnings.
• F
inding sprovideev idencetha tthep rogrammedec reasedthetimei ttooks tudentstoearna
degree,butdono tp rov
ideev idencetha tthep rogrammeinc reasedemp loymento rearn
ings
bytheendo fthes tudype riod. Mo rep rogrammethancon trolgrouppa rt
i c
ipants metfu
ll
-t
ime
cred
itbenchma rksandp rog rammes tuden tsearned morec redi
tsove ra
ll.
• Nop rogrammecos tinforma t
ion.
Study7
:AmericanEconomicCorpora
tion
,DoesJobCo rps Wo
rk?Impac
tFind
ingsf
rom
theNat
iona
lJobCo rpsStudy
,2008,accessed24Sep
tember2019
• Thisstudyexaminedthee ffect
ivenessoftheJobsCo rpp rogrammeonimp rovingoutcome s
fordisadvan
tagedyou th.Pa r
tic
ipantswerethoserece iv
ingwe lfa reorfoods tamps,orw i
th
verylowincome,o rwholivedinad is
rupt
iveenvironmen tandneededadd it
ionaleduca t
ion,
tra
iningorjobski
lls.Theintervent
ionwasres ident
ialacadem i
candoccupa t
ionaltra
iningat
JobCo rpsCentre.
• RCTinUSA .Disadvantaged16- 24-yearolds
;15 ,400treatmen tsandcon t
rols.
• Programmepa r
tic
ipationincreasededucationalat
tainmen t,reducedc rimina
lac t
ivi
tyand
increasedearn
ing sforseveralpostprog
rammeyea rs.
• Cost$1.5bi
ll
iondo l
larsandw ith60,000newpa r
tic
ipantspe ryea r,sothecos tequa l
s
$16,500perparti
cipant.Resultsofthecostbenefitanalysisove rfour-yearsurveype r
iod
found measuredbene fi
tswe relessthan$4,000;therefore,prog rammecos tsexceed
programmebene fi
ts.
Study8
: MDRC
,StayingonCou rse:Three-
Yea
rresu
ltso
ftheNa
tiona
l Gua
rdYou
th
Chal
leNGeEva
lua
tion,2011,accessed24Septembe
r2019
• Totesttheeffec
tivenessofCha l
leNGe ,whi
chaimedtosuppo r
tdisconnected,at-r
iskyou th
(h
ighschoo ldropouts)inaquas i-mi
l
itarysett
ing
.Firstphasewasph ys
icalo r
ien
tat
ionand
secondphasewasp r
imari
lyclass roombased ,aimeda tsuppor
t
ingstuden tstopreparefor
theGED exam .Th i
rdphasewasap lacemen t
,whichcouldinc
ludeemp loyment,education
and mi
lita
ryserv
ice.
• RCTw ithasamp lesizeof1 ,200ind iv
iduals
,aged16- 24yearsinUSA .
• Membe rsofthe programmeg roupwe re much mo
re l
ike
lythanthoseinthecon t
rolgroupto
haveob ta
inedaGEDce r
t
ifi
cateo rah ighschoo ld
iplomaandtohaveea rnedcol
legec redit
s.
• Noin
fo rmat
ionprovidedoncos ts.
42
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Study9: MDRC,Enhancing GEDIns

truc
tiontoP
repa
reS
tuden
tsfo
rCo
llegeandCa
ree
rs,
2013,accessed24September2019
• Totes tthee ffect

i vene ssofthep rogramme ,whichaimedtop reparestudentsandadu l
ts
w
ithou ta GEDexamtopassthe GED ,andalsocontinueontoco llegeandt rain
ing
programmes . Wh ilsti
twasanessen tialsk
il
lsprov
isioninterven
tion,ra
therthandeve lop
ing
maths,w ri
tingandread ingcomp rehens ionsk
il
lsthroughgene ricexerc
ises,studentslea
rnt
byus ing ma teria
l sspe ci
fictothehea lthcareorbusinesstracktheywe recons ider
ing
pursuing.In- classtimewas108hou rsove r12weeks .
• RCTw ithasamp les i
zeo f369inacommun i
tycol
legese tt
ingintheUS .Pa rti
cipantswere
post-18yea rs
,ave rageagewas26 .6yea rs
• Oneyea rafteren roll
ing ‘Br
idge’studen tswerefar more l
ikelytohavecomp letedthecourse
,
passedthe GEDexamanden ro
lledinco l
legethanstudentsina mo retrad
itional GED
prepa rat
ioncou rse.
• Noinfo rmationoncos tana ly
sis
.
Study10:Washington
,DC :Off
iceofPlann
ing
,Resea rch
,andEvalua
tion,Adminis
tra
tion
forChildrenandFam i
lies
,U.S.Depa
rtmentofHealthandHumanSe rvices
,Va
lley
Ini
tia
tiveforDevelopmentandAdvancement:I
mplementa
tionandEarlyImpac
tRepor
t
(PACE )
• Thea imo fthiseva luationwastoexam inetheac tualimp lemen tationo fthein tervention.D id
itdevia tefromp lanso rexpec tations? Wha twe rethes tuden ts’pa rt
icipa tionpa tte
rnsand
experiencesw ithp rogrammese rvices? Wha twe rethe ma ine ffectso ftheVal leyInitiat
ivefor
Developmen tandAdvancemen t(V IDA)oneduca tiona lat
ta inmen t
,inc lud ingc redentials
received ,ando the reduca tiona lou tcomes?Thein terventioni tselfwasoccupa t
ionalt ra
ining,
w
ithcounse ll
ing ,finan c
ialsuppo r
tandacce le ratedbas icsk illsin terven tion .
• RCTinUSacommun i
t y-basedo rganisation.Pos t- 18-yea r-oldlow- incomes tuden ts,who
hadtobeunemp loyed ,unde remp loyed, mee tfede ralpove r
ty income leve ls,o rbeonpub lic
assis
tance .958s tudypa r
t
i cipan ts(478int rea tmen tg roupand480 incon trolg roup).
• Train
ingfo rnur singanda l
liedhea lthprofess iona lswe rethe mos tcommonp rog rammes
at
tended ,fol
lowedbyeduca tion ,socialse rvicesandspec iali sedt radep rog rammes .The
treatmen tgroupea rneds ign if
i cantly moreco llegec redi
tsthanthecon trolg roup(33 .1and
27.5respec t
ivel y)andV IDAs ignificant
l yincreasedthera teso ffu l
l-timeco llegeen rolmen t
anden rolmen t mo regene ra l
l y
.Thet rea tmen tg roup membe r sea rneds ign i
fi can t
ly mo re
col
legec reden t
ia l s
.
• A
lthoughthesee ffec tsoncred i
ts mayno timmed iate lyappea rtobe la rge ,theseimpac tsa re
amongthe larges trepo r
tedtoda tefromrandomass ignmen ttes tso fp rog rammesa im ingto
increaseco l
legesucce ssamong low-incomeind ividua ls
.
• VIDA’ sdirectass i stancew i
thtu it
ionandre la tedt rainingexpensesa veraged$7 ,000pe r
part
icipan t
• Foralln ineo fthePACEp rog rammes,the mo s
tre levan telemen twasthe‘Co l
legeP rep
Academy ’;a16- week ,acce lera ted,ful
l- t
imebas icsk i
lls(
‘b ridge ’)p rog rammefo rthoseno t
43
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
col
legeready ,butwhoachieved10thgradeski
lllevelsorbetter.Thecourse metdailyto
prepareindividua
lstopassco l
legeentranceexams .
• Theresea rchteampo setheques t
ionwhe the
rthisinter
ven t
ioni scos
tbenefic
ial.Atthetime
o
ftherepo rtnocos tanaly
sishadbeenunde r
taken.Theau thorscommen tthattheresea rch
teamw i
l
lexam ineth
isquestionatboth36and72 mon thsa f
terrandomass ignmen t
.They
sta
tethatg iventheprogrammerequ i
ressubstan t
ialup-frontinves
tmentsinbo thpart
icipant
t
imeandp rog rammeresou rces
,theinit
ialanswerw i
l
lbequ i
tetentat
iveandthelater mo re
def
ini
tive.
Study11 :Washing
ton,DC:O ff
iceofPlanning,Research
,andEvalua
tion
,Adm inistra
tion
forCh i
ldrenandFam il
ies,U.S.Depar
tmen tofHealthandHumanSe rv
ices
,Bridgingthe
OpportunityDiv
ideforLow- IncomeYou th:Imp
lemen ta
tionandEar
lyImpactsoftheYea r
UpP rogram(PACE ),2018,accessed24Sep tember2019
• USin te rven t
ion,wh ichp rovidedsix monthsoffull
-t
imecus tom izedtrain
ingintheITand
f
inancia lse rvicesectors,fo l
lowedbys ix-
monthinternsh
ipsa t ma jorf
irms.Forfi
rst6 months
ofthep rog rammes tuden tsa t
tendclassroom-basedcou rsesatYea rUpful
lt ime.Tra
ining
addressedbo thoccupa t
ion- speci
ficandgene ralski
lls
.
• Programmea imedtosuppo r
tlow-incomeyoungadu l
tsaged18-24yea rswhohadah igh
schoold iploma ,orequ ivalen t
,toovercomecha l
lengesandbu ildsu ccess
fulcareer
sinfast-
growingtechn icaloccupa tions.Evaluat
ionteamrandom l yassigned2 ,544youngadu l
tsto
treatmen t(1 ,669)andcon t
rol(875)groups.
• Averagequa r
terlyearning s,inthesix
thandseven thqua rte
r safterrandomass ignment
,
were$1 ,895h igherforthet reatmentgroup($5 ,454)thanfo rthecon tro
lgroup($3,559)
,a
53%impac t.Impac tsdimin ishedinthefollow
ingyea rbu trema ineda t40%.
• Costeffectivenessi sforthcom ing(butno tavai
lablecu r
rently)
.
Study12
: Wash ing
ton
,DC :Off
iceofPlanning,Research,andEvalua
tion, Administra
tion
forChi
ldrenandFam i
lies
,U .S
.Departmento fHeal
thandHumanSe rvicesWashington,
Des Mo
inesA reaCommun i
tyCo l
lege Workfo
rceTrainingAcademyConnec tP rogram:
Implementa
tionandEa r
lyImpactRepo r
t(PACE )
• Oneo fninePACE p rogrammesfo rpa rt

icipan tswhoa lreadyhadah ighschoo ldip
lomao r
equivalencyc reden t
ial
,basicskil
lsremed iationwasp rovidedon line,along s
ideoccupationa
l
tra
ining.Fo rpa rt
icipantswhod idno thaveah ighschoo ldiplomao requ ivalencycredent
ial
,
theywe reen rolledinthe GEDexamo rtheH ighSchoo lEqu i
valenc yTes t(H iSET)
preparationcou rsesa ttheDes Mo inesA reaCommun ityCo llege,rathe rthaninthe
WorkforceT rainingAcademy(WTA )Connec tbas icski
llsremed iation.
• RCTa taT rainingAcademy inUSAtoasses sthee f
fectivenesso faca ree rpathways
programme.943s tudypa r
t
i c
ipants(470tothet rea
tmen tg roupand473tothecon t
rol
group),whowe relow income,lowsk i
lleds tuden ts
.Agerangewaspos t-18yea r
s;over40%
o
fpa r
t
i c
ipan tswe reolderthan35yea rs.
• WTAConnec tresu ltedina modes tincrease ina tta
inmen tofc redentialsbypa rt
ic
ipants
w
ithinthe18- monthfollow-uppe r
iod,bu tthe rewe renoo thereduca tionalo rcareerimpacts
.
44
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Nocos
tana
lys
isp
rov
idedintherepo
rt
.
Study13:Washing
ton,DC:OfficeofPlann
ing
,Research
,andEvalua
tion
,Adm in
ist
rat
ion
forChild
renandFam il
ies
,U.S .Depa
rtmentofHea
lthandHumanSe icesMad
rv isonArea
Technica
lCol
legePa t
ientCarePathwayProgram
:Implemen
tat
ionandEa r
lyImpact
Repor
t(PACE ),2018
,accessed24Sep tembe
r2019
• Oneo fthen inePACE p rogrammestosuppo r

tacadem i
cp reparat
ionfo r,andacce le
rate
entryinto, Madi
son’sCo l
legeone-andtwo-yea rhealthcareprogrammes.Thein tervent
ion
wasoccupa t
iontrain
ing,acce leratedbas icsk
il
lsin
troductionw i
thc redi
t- bear
ingcou rsesand
advice.
• RCTinaUScommun i
tycollegese t
tingw i
th500s tudypa r
tic
ipants(251random isedtothe
treatmen tgroupand249tothecon trolgroup)
.Low incomes tudents,agedpos t
-18yea r
s,of
whom55%we re25+yea rs
.
• Thein terven
tiondidno tinc
reasethenumbe rofco
llegec redi
tsea rned.Thep rogramme
increasedthel ike
lihoodo fen rolmen tinoccupat
ionaltra
iningbu tdidno tincreasehou rsof
occupa t
ionaltra
iningreceivedo rthea tta
inmentofeduca t
ionc redentia
lsw ith
inand18-
monthfo l
low- uppe r
iod.
• Nocos tana lys
isprovidedintherepo rt.
Study14
:Washing
ton,DC :O f
ficeofPlann
ing
,Resea rch,andEvaluat
ion,Adm in
ist
rat
ion
forChi
ldrenandFam i
lies
,U.S .Depa
rtmentofHeal
thandHumanSe rvices
,Pima
Commun i
tyCol
legePa thwaystoHealthca
reProgram :Implemen
tationandEa r
lyImpact
Repor
t(PACE),2017,accessed24Sep tembe
r2019
• Oneo ftheninePACE p rog rammes,th ispa rt

icularintervent
ionwasoccupa tiona ltra
ining.
Thetreatmen tgroupa ccessedtheacce le ratedbas icski
llscol
legeread inessclass ,o rthe
openlabforthosewhod idnottestintothe irtrainingofcho ice
.
• RCTa tUSCommun ityco l
legew i
th1 ,217s tudypa r
t
i c
ipants(609int rea tmentg roupand
608incon t
rolg roup ).Low incomes tuden tsaged17yea rsando lde r
.
• Thetreatmen tgroupa t
tendeds igni
ficant
l y mo rehou rsofoccupa t
ionaltrain
ing( thep r
ima r
y
outcome measu redinth isreport)thanthecon trolgroup.Th iswasp r
ima ri
lybecausethe
treatmentg
roupen rolledinoccupa t
iona ltraining mo reoften(inhea lthcarerelatedt raining
).
Thetreatmen tgroupwass ign
if
icant
l y mo relikelythanthecon tro
lg rouptopa r
ticipatein
advis
ingsuchasca reercounse l
ling,torece i
vehe lparrangingsuppo r
ts,andtorece ivejob
searchassistance .Thet reatmentg roupea rneds ignif
icant
l y moreco l
legec reden tial
s
(degrees,certi
ficates )thanthecon trolg roup.
• Nocos tanalysi
sp rovidedintherepo rt
.
45
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Study15:Wash ing
ton,DC :Off
iceo fPlann
ing,Research,andEvaluation,Administ
ration
forChildrenandFam ilies
,U.S.Depa r
tmentofHeal
thandHumanSe rv ,Wash
ices ington
State
’sIntegratedBasicEducationandSkil
lsTra
ining(I-BEST)PrograminTh ree
Col
leges:Imp lementa
tionandEa rlyImpac
tReport(PACE ),2018,accessed24Sep tember
2019
• Oneo fthen inePACE p rogrammes,thes ignaturefeatureisteamteachingbyabas icski

lls
instructorandanoccupa t
ionalins
tructorduringa tleast50%o foccupa
tionaltra
iningclass
t
ime .Thespec if
icintervent
ionforthisstudywasoccupa tiona
ltrain
ing
.
• RCTa tCommun ityCo l
lege/TechnicalCollegesinUSA ;632pa r
tic
ipan
ts(315t rea
tmen tand
317con t
rols)
.Pa rt
ic
ipan tswerelow incomes tudents,aged18+yea rs
.
• TheIn tegratedBas icEduca t
ionandSk i
l
lsT raining(I-BEST )programmesa tthe3co lleges
increasedpa rt
ic
ipationincollege-
levelcou rses,numbe ro fcredi
tsearned.andc redent
ial
at
tainmen t
.
• Futureana lysesw i
llexplorethecos tsofthep rogrammere lat
ivetothebene f
itsi
tp roduces
forpa rt
icipantsandso c
iety
.
Study16:Washington
,DC :O f
ficeofPlann
ing
,Research,andEvaluation,Adm in
istra
tion
forCh i
ldrenandFam i
lies
,U.S.Depar
tmen to
fHeal
thandHumanSe rvices,Workfo
rce
DevelopmentCouncilofSeatt
le-KingCountyHea
lthCareersforal
lP rogram:
Implemen ta
tionandEa r
lyImpactRepo r
t(PACE)
• Occupationaltraining programmetha tsupportedthreelevelsofski

llst
rain
ing:Foundat
ion
Level
,En t
r yLevelandAdvancedLeve l
.
• RCTa tCommun i
tyCo llegeinUSAw i
thpost-18,low incomes tudentsorthosewhohavea
barr
iertot ra
iningandemp loyment(fo
rexamp lelowbas icsk
il
lso rd
isabi
lit
ies)
.654
part
ic
ipan ts(328int reatmentgroupand326 inthecon t
rolgroup).
• Heal
thCa ree r
sforA llincreasedthepercen
tageo fpart
icipan
tsen ro
ll
inginhealthca
re
rela
tedt rainingove ran18 -
monthfo
l
low- upperiod.Howeve r
,therewasno impactove
ral
lon
receiptofac redential
,o rto
talhoursofoccupationa
ltra
ining
.
• Nocos tana lysisprovidedintherepo r
t.
Study17:Wash ing
ton
,DC :Off
iceofPlann
ing
,Research
,andEvalua
tion,Adm in
ist
rat
ion
forCh i
ldrenandFam i
lies
,U.S.Depar
tmentofHea
lthandHumanSe rv
ices,Inst
itu
todel
ProgresoLatino’sCa
rrerasenSaludProg
ram:Imp
lementa
tionandEarlyImpactReport
(PACE ),2018,accessed24September2019
• ThisPACEp rog
rammeresea rchhadafocusont ra
iningforlow-incomeLatinosfor
employmentinhea l
thcareoccupat
ions,primar
i
lyCe r
t
ifiedNu rs
ingA ss
is
tant(CNA )and
L
icensedP ract
icalNurse(LPN).TheCa rrera
senSa ludP rogramconsistso
ffiveelements
:
1)as t
ructu
redhealthcaret
rain
ingpathway ,s
tar
tingatlowsk i
l
llevels
;2)contextua
lisedand
accele
ratedbasicski
ll
sandESLins truct
ion;3)academ icadvis
ingandnon- academic
supports
;4)financ
ialassis
tance;and5)emp loymentservices
.
46
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• RCTinUSAa ttheInstitutodelP rogreso(anindependen ttra

iningprovide
rcha r
ity
),
prov
idingoccupa t
ionalt rain
ingforpos t-18,
low incomes tudents.800studypa r
ti
cipants(402
intreatmentg roupand398 inthecon trolgroup)
.
• Thep rogrammeinc rea sedthehou r sofoccupa t
ionalt
rainingandba s
icski
l
l sins
truct
ion
received,andthea ttainmen tofeduca tioncredentia
lswith
inan18 -
monthfo
llow- upperiod.
Thep rogrammea l
so inc reasedemp loymen tinthehealthcarefie
ldandresu l
tedina
reductionofpa r
tic
ipan tsreport
ingfinancialhardship
.
• Futureanalysesw i
llexp lorethecostso fthep rogrammere lat
ivetothebene fi
tsi
tp roduces
forpa r
tic
ipantsandso ciety
.
S
tudy18: MDRC
,Incrementa
lDisbursemen
tsofStuden
tFinanc
ialA
id:F
ina
lRepo
rton
A
idLikeAPaycheck,2019
,accessed24September2019
• Prog rammeexam in
ingaf inanc ialsuppo rtinter ven tion .These tt
ingwasaUSCommun i
ty
Collegeandtes tedwhe the rchangestothet imingo fs tudenta idd isbursemen tcouldhe lp
studen tsst retchthe i
rf inanc ia
la idtocove rtheirexpensesth roughou tthete rm ;also,whe ther
suchapo l
i cycou ldimp roves tuden ts’academ icandf inancialou tcomes .
• RCTw ithasamp lesi zeo f8 ,840low incomes tuden ts,aged18+yea rs(ave rageage22
year s)
.Academ icou tcomesa re measu redbyc red itsea rned.
• B
i- week lydi sbursemen tsreduceds tuden ts ’deb ttotheco l
legeinthef irs
tsemes te
r,butth is
reduc t
ionwasnolonge rev iden tattheendo fthefou r
thsemes ter
. Onave ragethe rewasno
evidenceo fb i-w eeklyd i sbu rsemen tsimp rovings tuden ts’keyacadem icou tcomes .L i
tt
le
evidencetha tpartic
ipa tingco lleges ,o rthego ve rnmen t
,saved mone yby imp lemen tingb i-
week lyd i
sbu r semen ts.
• Imp lemen tationo fthepo l
i cywascos tlierthan(andno tass imp lea s)expec ted,evenwhen
imp lemen tedw ithou tthecons traintso ftheRCT .
• The rei slit
tleev idencetha tthepa r
ticipa tingco llegeso rthegove rnmen tsaved moneyby
imp lemen t
ingb iweek lyd isbu rsemen ts . Gene rallyspeak ing,the mo refrequen tlybiweek ly
paymen tswe rereca lcu latedtoaccoun tfo rchangesincou rse loads,orchang ingfinancial
a
idava ilabil
ity,thecos tlierand mo rebu rdensome i
twasto ma inta
inthesy stemo f
inc remen ta ldisbu r
semen ts .Inb roadte rms ,o ve rtimetheco llegesfoundtha tconduc t
ing
lessf requen tandlessexac tingad justmen tseasedthebu rden(andlessenedthecos ts)o f
cal culatingandc lear
l ycommun icatingabou tbiweek lyd isbur semen ts
. Oneco llegetypically
conduc ted ma jorreca lcu lationson lywhens tuden tsw i
thd rew;o thercollegesgene rall
y
reca lculated mo refrequen t
l ydu r
ingthes tudype r
iodbu trepo rtedthatove rtimethey
reducedthenumbe ro fthesereca lcu lations ino rde rtolowe rthe irburdenandcos ts.In
summa ry
,theau thorsconc ludedtha t i
fb iwee klyd isbu rsemen tswe retobecomethe
standardpo licya tothe rco llegesinthefu tu re,iti sli ke
l ythatwh ilesomeo fthecos tswou ld
notbeash ighfo rfutureadop ters,o the rcos tswou ldrema in.
Study19: MDRC,ARandomizedCon
tro
lledTr
ialofa Modu
lar
ized
,Compu
ter-Ass
isted
,
Sel
f-PacedApproachtoDeve
lopmen
tal Ma
th,2018
,accessed24Sep
tember2019
• Th
ist
ria
l’
sin
ter
vent
ionwasessent
ialsk
i
llsp
rov
ision
;thea
imofthee va
lua
tionwastotest
thee
ffec
ttheoppo
rtun
i
tytoenro
lin‘ModMath
’hadonstuden
ts’l
ike
l
ihoodofcomple
tingthe
47
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
developmen ta
l mathscou rsesequence ,whencompa redtotheoppo rtuni
tytoenrolinthe
college’s‘trad
it
ional’ mathscourses.
• USARCTw ithasamp les izeof1,403.Pa r
tic
ipantswe repos t-
16adultswholackbas icski
l
ls;
the majo r
i
ty inthesamp lewe re19–24yea rs.Thetr
ialwasinacommun itycol
legesett
ing.
Theou tcomeswe re measu redbypa rt
icipa
tion(enrolmen tincol
legeanden rolmentinany
mathsclass )andp rogresson /complet
ionofdeve lopmen tal ma
ths
• ‘Modma th
’no tfoundtobesupe r
iortoa ‘
tradit
ional
’ mathsclass.Af
terthreesemes te
rs,23%
o
fp rogrammeg roup membe rshadcomp letedthedeve lopmental ma
thsequence ,the
pr
ima ryou tcomeo finterest.Simi
lar
ly,22%o fthecontrolgrouphadach ievedthesame
m
ilestone.
• Nocos tana lys
isp rov
idedintherepo rt.
Study20: MDRC,Doub
ling G
radua
tionRates
:Three-
yea
reffec
tsofCUNY’sAccele
rated
StudyinAssocia
teProgrammes(ASAP)forDeve
lopmen
talEduca
tionS
tudents,2015,
• Theresea rche rswan tedtotes twhe therAcce leratedS tudy inAssoc iateP rog rammes
(ASAP )–aCommun ityCo l
legere form-cou ldsuppo rt mo res tudentsinremed ialeduca tion
tog radua teandtog radua tequ ick
ly.C ityUn ive rsi
tyo fNewYo rk(CUNY )ASAPcons istedo f
a multi
face ted,in teg rated ,and long- lastingp rog rammefo rcommun itycolleges tuden ts,
prov
id ingarangeo fse r v
icesandsuppo rttohe lp mo res tuden tsgradua teandtohe lpthem
gradua tesoone r
.Thep rogrammea imedtoadd ress mu lt
ipleba rr
ierstos tuden tsuccess
overth reefullyea r s
.ASAPrequ ireds tuden tstoen rolfu l
l-timeandtakedeve lopmen tal
coursesimmed iatelyandcon tinuous ly
.Thep rog rammeo fferedcomp rehens i
vesuppo r
t
serv
i cessuchasc lose ly mon itoredadv i ce ,ca ree rdeve lopmen t
,andtu toring.The
interven t
iona l soo ffe redfinanc ialsuppo r
t,inc ludingtu it
ionwa iversforstuden tsinrece ipto f
f
inanc ialaid,tex tbookvouche rs,and mon th
l y Me troCa rdsfo ruseonpub li ctranspo rt.The
programmea l sop rov ideds tructuredcou rseen rolmen ttosuppo rtacadem i c momen tum ,w i
th
b
lockandconso l
ida tedcou rseschedu lesandsuppo rtfo rcou rsetaking inw interand
summe rsessions .TheASAP interventionrep resen tedbo thanoppo r
tun i
tyandanob l
igation
forstuden ts,becausetheyneededtocon tinueen roll
ingfu lltimeandpa r
ticipa t
ing inthe
programmetorece ivethep rog ramme’ sbene fi
ts.
• RCTa tNewYo rkCommun ityCo l
legefo rlow income ,lowsk i
lled,po st-16s tuden ts
.Ato tal
of896s tuden tswe rerandom ised ,451 inthep rogrammeg roupand445inthecon trolgroup.
• ASAPsubs tan t
ially imp roveds tuden ts’academ icou tcomesove rthreeyea r s
,a lmos t
doublingg radua t
ionra tes.
• Attheth ree- yea rpo in t,thecos tpe rdeg reewaslowe rinASAPthan inthecon t
ro lcondit
ion .
Becausethep rog rammegene ratedso many mo reg radua testhantheusua lco llege
serv
i ces,thecos tpe rdeg reewaslowe rdesp itethesubs tan t
ialinvestmen trequ iredto
operatethep rog ramme. Wh ileitcos t mo retorunASAP ,the increaseinthenumbe rof
studen tsrecei vingdeg reesou tpacedtheadd i
tiona lcos t.
Study21: MDRC
,B r
ing
ingCUNYacce
lera
teds
tudyinassoc
iatep
rog
rammes(ASAP
)to
Ohio,2016
,accessed24Sep
tembe
r2019
48
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• ThiswasanRCTw ithpos t-16-year-old,low- i

ncomeind i v
idual srequ i
ringdeve lopmen tal
educa t
ion.Thes tudyexam inedwhe the rtheA cceleratedS tudy inAs sociateProg rammes
(ASAP )in
tervent
ioncou ldsuppo rt mo res tudentsinremed ialeduca t
iontog radua teandto
graduatequ ick
ly
.Thein tervent
ionrequ ireds tuden tstoen rolfull- t
imeandtakeacce lera
ted
developmen talcourse simmed iatelyandcon tinuous ly
.ASAPa l soo fferedcomp rehens ive
suppo r
tse r
vices,suchasca reerdeve lopmen tandtu toringandf inan cia
lsuppo r
t.
• Theou tcomeo ftheeva luationo fASAP ,wh ichlookeda ttwocoho rt
sf romth reecommun ity
col
leges,foundtha ta fterthreeyea rsfo r
type rcen tofASAPp rog rammeg roups tuden tshad
graduated,compa redw ith22%o fcon trolg roups tuden ts.Add itiona lly
,thes tuden tswho
wereo f
feredtheinter ven t
ionhadbe ttersho r
t-termou tcomes ,inc ludingpos itivee ffec
tson
enrol
lingful
ltime,ea rning mo rec redits,andpe rs
istingin tothesecondsemes ter
.
• Authorsnotethatthee valuat
ionw i
l
lcon tinuet rackinglonge r-te rmacadem icdata .In
addi
tion,theevaluationw il
lexam inetheimp lemen tat
iono fthe Oh iop rogrammes ,including
f
ideli
tytothe mode landthekeyd i
ffe rencesbe tweenthep rog rammesands tanda rdcol
lege
serv
ices,andana lysethecos t-ef
fecti venesso fthe Oh iop rogrammes .
Study22
: MDRC,BecomingCol
lege-Ready
:Ear
lyf
indingsf
romaC i
tyUn
ive
rsi
tyo
fNew
York(CUNY)s
tar
tEvaluat
ion,2018
,accessed24Sep
tember2019
• Anessen tialsk i
llsprovisionin ter ventiontotes twhe the rCityUn i ver s
ityo fNewYo rk(CUNY )
Star
tp rogrammeboos tssuccessra teso fleas tp repa redco l
leges tuden ts(thosewhoa re
referredtoremed ial ma thso rEng lishtobu ildthe i
rbas icsk i
l
ls).Thep rogrammede lays
col
lege ma triculat
ion(en rolmen tinadeg reep rogramme)fo ronesemes te
r,andCUNYS tar
t
prov
idesin tens iveinstruc t
ionin ma ths ,read ing ,andw r
it
ingdu ringtha tsemes te rwitha
prescribedins t
ructionalapp roach .Ita lsop rov idesadv i
sing,tutoring ,andaweek lysem inar
thatteachess tuden tssk i
llstheyneedtosuc ceedinco l
lege.S tuden tspay$75fo rthe
programmeandcanno tusef inanc iala id.
• USRCTw ith3 ,835po st- 16studen tswholac kbas icsk il
lsonen tr ytoCommun ityCo l
lege,or
whoa reassessedasno tp repa redtowo rkfo rco llegeleve lcou r sewo rk
.
• Dur
ingthef irstsemes ter inthes tudy ,p rog rammeg roups tuden ts madesubs tan t
ial
l y mo
re
progressth roughdeve lopmen taleduca t
ionthancon trolg roups tuden ts,whilecon trolgroup
studen tsea rned mo reco llegec red i
ts .Du ringthesecondsemes ter,p rogrammeg roup
studen tsen rolleda tCUNYco lleges( thatis,pa r
ticipatedinCUNYS tart,oren ro l
ledinan y
non-CUNYS tartcou rsesas ma tr
i cu
la teds tuden ts)a tah igherra tethancon trolg roup
studen ts
.Ineacho fthesubg roupso fs tuden tsexam ined,thep rog rammeg roup made mo re
progressindeve lopmen taleduca tionandea rnedfewe rco l
legec reditsinthep rogramme
semes terthanthecon trolg roup .
• Arepo rtonlonge r-terme ffectsandcos t
-ef
fe ctivenessi sschedu ledtobepub l
i shedby
MDRCin2020 .
Study23
: MDRC,Keep
ingStuden
tsonCou
rse
:Animpac tstudyofastudentsuccess
coursea
t Gu
ild
fordTechn
ica
lCommuni
tyColege,2012
l ,accessed24September2019
49
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• InterventionwasaCommun i
tyCo llegeRe fo rm, mo respec if
ically,as tuden tsuccesscou rse
fordeve lopmen taledu cationstuden tsa imeda timp rovingpsy chosoc ia
lawa renessand
academ icach ievemen t.Interven t
ioni s modelledonSk ipDown ing’s OnCou rseph i
losophy
andcu rricu
lum .Thein it
iativeplacedanin tens ivefocusonchang ings tuden ts
’behav iours
anda tt
itudes ,inc ludinginc reasingthe irawa renesso fthei
rando thers’emo tions ,
understandingthe irownlea rn
ings ty les,imp rovingtime managemen tsk i
l
ls,andrecogn ising
thei
rrespons ibi
lityfortheirownlea rning.
• USRCTw i
ththea imo fexam iningtheimpac to fthep rogramme(asuccesscou rse)on
students’ach ievemen t
.Asamp leto talo f911s tuden ts,458inthet rea tmentg roupand453
inthecon trolg roup .Allstuden tswe rea tleas t18yea rso ldandwe relackingbas icski
ll
s
suchtha ttheywe rerequ i
redtotakeremed ial/deve lopmen talcou rse s.
• Thecou rsehadapos i
t
i veimpac tons tudents’se lf-managemen t,interdependence ,self-
awareness ,in teres tinli
felong learning ,emo tiona lintel
ligence ,andengagemen tincol
lege
amongs tuden tsw ithlow levelso fthesea ttr
ibutes .Bu tthega insine ff
icacyd idno tleadto
meaningfule ffectsons tuden ts’academ icach ievemen tduringthe p rogrammesemes ter
,o r
inpos t
- p
rog rammesemes ters.Desp itetheabsenceo fanove ralleffect,thep rogrammed id
havepos itivee f
fec tsonthef i
rstcoho rtofstuden tsen rol
ledinthes tudy ,withs tudents
demons t
rat
ing imp rovedg rades ,reten tioninco llege,andc redi
tsea rned .
• Nocos tana l ysisp rovidedintherepo r
t.
Study24
: MDRC,Serv
ingcommun
itycol
legestudentsonproba
tion:4-
yearf
indingsf
rom
Chef
feyCol
lege
’s Open
ingDoo
rsProgram,2011,accessed24September2019
• Theprog rammein te rventionwasaCommun ityCo l

legeRe form.Theta rgetg roupo f
studentswe rethoseonacadem ico rp rogressp robation,hadea rnedfewe rthan35c red its
towa rdadeg reeo rc reden tial
,didno thaveanassoc iates’degree(o rh igher)froman
accreditedco llegeo run iver s
i
tyandhadah ighschoo ld ip
lomao r GEDce rt
i
fica te.The
‘CollegeSuccess ’cou rse,taugh tbyacounse l
lo r
,p rovidedbas i
cinfo rma t
ionons tudysk il
ls
andtherequ iremen tso fco l
lege .Aspa rtofthecou rse,studentswe reexpec tedtocomp lete
f
i vevisitsto‘SuccessCen ters,
’whe rethe ira ssignmen ts,l
inkedtotheCo l
legeSuccess
course,cove redsk i
ll sassessmen t,lea rnings tyles,time managemen t,useo fresou rces,and
testp repa ration.
• USRCTw ith444s tuden ts(224int reatmen tgroupand220incon t
ro lgroup )
.Pa rt
i c
ipan ts
wereaged18–34yea rs.
• Theco llege ’sEnhanced Open ingDoo r sprogrammehadpos it
ivesho r
t-terme ffects
;when
thetwop rog rammesemes terswe recomp lete,s tudentsinthep rog rammeg rouphadea rned
morec reditsthans tuden tsinthecon trolg roupandwe renea rl
ytwiceasl ike
l yascon trol
groups tuden tstobeingoodacadem ics tanding .Desp itethep rogramme ’sencou raging
short-terme ffects,itd idno t mean ingfullyimp roves tuden ts’long
-termacadem icou tcomes .
Fouryea rsa fterthes tudybegan ,p rogrammeandcon trolgroupstuden tshad mades imilar
academ icp rog ress.S trik
ing ly,duringtha ttime ,on ly7%o fal
lstuden tsinthes tudyhad
earnedadeg reeo rce rt
if
i cate.Theau thor scommen ttha tby makingsomec lassesop tional
thepa r
ticipa t
ionra ted ropped ,andtha tfuturep rogrammesshou ldcons iderthe message
sentrega rd ingrequ iredandop t
iona lcou rses ifah ighe rrateofove rallcomp l
iance istobe
achieved .
50
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Whenthecos ti scons ideredincompa risonw ithou tcomes ,theEnhanced Open ingDoo r s

programmep roduced m i xedresultsinthesho rtte rmandwasl ikel ycost-neu t
raloverthe
longterm .No tably
,thep rogrammewascos t
-e
ffec t
ivea t movings tudentsintogood
academ ics tandinginthesho rtterm.Add it
ionall y
,thecos tperea rnedcred itdu r
ingthetwo
programmesemes te rswass light
lylowe rfo rprog rammeg roup membe r scompa redwith
contro
lg roup membe rs,bu tthisposi
tiveobse rvationi sseenon lywhena llc redi
tsare
consideredandfadesawaywhencons ideringon l ydeg ree-app
licableanddeve lopmental
credi
ts.Fina l
ly,impac t
sonkey long-termou tcomes ,suc hasdeg ree-appl
i cableand
developmen ta
lc reditsea rned,we reno tstatis
ti ca
llysign i
fican
t.Asaresu lt
,thep rog
ramme
wasno tab letod isplayde fini
tivecosteffectivenessove rthelongte rm;i
tseems mo rel
i kely
thatthep rogrammei ssimp lycost-
neutral, mean ingtha toverthelongte rm ,thecos tpe rkey
outcome i sessen t
iallythesamew ithorw ithou tthep rogramme .
S
tudy25
:MDRC , Lea
rningCommuni
tiesfo
rStudentsinDevelopmenta
l Ma
thImpact
S
tud
iesat QueensboroughandHous
tonCommun ity,2011,accessed24Septembe
r2019
• ThisresearchusedLea rningCommun i
tiesasanin te
rvention.Ini
ts mostbas icform,a
learningcommun ity mode lco-en rol
lsacoho rto fstudentsintotwoclassestoge ther.
Proponentsbe l
ievetha twhens tuden tsspendt imetoge therin mu
lt
ipleclasses ,theyare
morelike
lytofo rmsoc ialandacadem ic suppo r
tne tworksthatinturnhelpthempe r
sis
tand
succeedinschoo l
.
• Studentswe reon l
ye l
igiblefo rthep rogrammei ftheyneededdeve lopmen taleducationinthe
subjectareatargetedb ytheco l
lege .
• USRCTw i
th1 ,034pa rt
i c
ipan tsa t Queensbo roughCommun ityCol
legeand1 ,273a t
HoustonCommun ityCo llege .Pa rtic
ipantswe reaged16yea rsando lder
.
• Atbothcolleges,studen tsinlea rn ingcommun it
iesa t
temp ted,andpassed ,their
developmen tal mathsc lassa thighe rratesthans tudentsinthecon tro
lgroup .Howeve r,th
is
impac tgene ra
llyd idno tt ranslateintoincrea sedcumu lat
i veprog
ressin ma thsbytheendo f
twoo rthreesemes ters.
• Nocos tanalysisprov idedintherepo r
t.
S
tudy26:NPCR
,LearningCommuni
tiesforS
tudentsinDeve
lopmenta
lRead
ingAn
Impac
tStudya
tHi
llsboroughCommunityCo
llege
,2010
,accessed24Sep
tembe
r2019
• ThisresearchusedLea rningCommun it
iesasanin terven
tion
.S tuden
tswe reonlye
lig
ib
lefo
r
theprogrammei ftheyneededdevelopmen taleducation
inthesub je
ctareatarge
tedbythe
col
lege.
• USRCTw ith1,071pa rt
ic
ipantsatHi
llsboroughCommun i
tyCollege.Par
tic
ipantswereaged
16yea rsando lder.
• Overa
ll
,forthefu l
lstudysample,Hi
ll
sbo rough
’ slea
rningcommun it
ies p
rogrammed idno
t
havea mean ingfulimpactonstuden
ts’academ icsuccess.
• Nocostana lys
isp rov
idedintherepor
t.
51
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Study27:NPCR,LearningCommuni
tiesfo
rS tuden
tsinDeve
lopmenta
lEngl
ishImpac
t
Stud
iesat Me
rcedCollegeandTheCommun i
tyCo l
legeo
fBalt
imoreCoun
ty,2012
,
• Thisprog ramme ’sinterventionwasfocusedonLea rningCommun it

ies.
• USRCTw ith1 ,424p rogrammeandcon tro
ls tuden tsinthe Me rcedCo llegesamp le,and
1,083s tuden tsintheCommun i
tyCo llegeo fBa lt
imo reCoun tysamp le.Pa rticipantswe re
post-16andinneedo fdeve lopmen talEng l
i shsuppo r
t.
• At MercedCo l
lege ,Lea rningCommun i
tiess tuden tsa ttemptedandea rneds igni
ficant
ly more
developmen talEng l
ishc redits,thans tuden ts inthecon t
rolg roupdu ringthep rogramme
semes ter.A ttheendo fthesubsequen tseme ster
,theyhadpasseds ignif
i can t
ly more
Engl
ishcou rsesthanthe ircon tro
lg roupcoun te rpar
ts .AttheCommun i
tyCo llegeo f
Bal
timo reCoun ty,the rewe reno mean ingfulimpac tsons tuden ts’creditattemp tsor
progressindeve lopmen talEng li
sh . Onave rage ,neithercol
lege ’sLea rningCommun i
ties
programmehadanimpac tonco llegereg is
tra tioninthepos t- programmesemes ter
,oron
cumu lat
ivec reditsea rned .
• Theresea rche rsconc ludetha ta tbo thco l
leges ,thecos tpers tudento flea rningcommun it
ies
appea red lowwhencompa redw ithhow muchcommun i
tycollegesspendonave rageper
student.Arecen tana lysiso fna t
ionalpos tseconda ryeduca tionexpend itureses t
imatedthat
commun i
tyco l
legesspen tanave rageo fabou t$12 ,000pe ryea rtoeduca teeachfu ll-
time
s
tuden t. Whenthecos to flearningcommun itiesi sassessedaga ins
tth isva lue,thecos ts
appea rinc remen taland maybejus ti
fiabletotheco llege,ifva lueisde rivedf romrunn ingthe
programme .
Study28 : MDRC,ARandomAss ignmen tEva luat

iono fLea rningCommun i
tiesa t
K
ingsbo roughCommun ityCo llege:SevenYea rsLa te r,2014,accessed24Sep tembe r
2019
• Theresea rchin ter vent
ionwasLea rningCommun itiesa tCommun i
tyCo lleges.S tuden ts
weree l
igib
leiftheywe ref irst-t
imeincom ingfreshmenp lanningtoa t
tendco llegefu l
ltime
duringtheday ,andthe ytes tedintoe i
therdeve lopmen talEng l
isho rcollege-leve lEng li
sh.
Theses tuden tsa reno t low- income ,no ra retheynecessa r
ilyinremed ialEng lish.Thea im
wasaneva luationo ftheimpac to flearningcommun itiesonsho r
t-termandlong -term
academ icp rogressandg radua t
ionra tes.
• USRCTw ith1 ,534pa rticipants,ofwhom769we rerandom lyass ignedtothep rog ramme
groupand765tothecon tro
lg roup.Pa rti
cipantswe reagedbe tween17and34yea r
s.
• Find ingsindicatetha tthep rogramme ’sposit
ivee ffectsonsho rt-termacadem i
cp rogress
(creditaccumu la
tion )we re maintainedsevenyea rsa fte
rrandoma ss
ignmen t.Inadd it
ion,
theana l y
sisp rovidessome limitedevidencetha tthep rogrammepo s
it
ive lyaf
fec ted
graduationrates ,pa r
ticularlyforthoses tuden tswithou tremed ialEnglishneeds ,ove rthis
period.Atthesamet ime ,howeve r,therei snod isce rnib
leev idencetha tthep rog ramme
imp rovedeconom i cou tcomes .
• Nocos tana lysisp rovidedintherepo rt
.
Study29: MDRC
,Payingfo
rPe rsis
tence:Ea
rlyResu
ltsofaLouisianaScholarsh
ip
ProgramforLow-IncomeParentsA t
tend
ingCommun i
tyCol
lege,2006,accessed24
September2019
52
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Theintervent
ionwasf inanc ialsuppo rtataCommun ityCollege.Thea imoftheeva luat
ion
wastotestthee f
fecti venesso fafinancialincen t
i veonp rogress.Studentswe reaged18-
34.Tobee l
igib
le,studen tshadto mee tthefo llowingc r
i
teria:Beapa rentofatleastone
dependen tchi
ldunde rage19 ;familyincomebe low200%o fthefede ralpovertylevel
;ah igh
schooldiplomao rGED ce r
tificateandapas singsco reonaco l
legeen tranceexam ,andno
degreeo roccupationa lce r
t
ifi ca
tefromanacc red i
tedcollegeo runiversi
ty.
• USRCTw i
thasamp les i
zeo f1,019.Thep rogrammeg rouprece ivedthe Open ingDoo rs
scholarsh
ipandcounse ll
ing,andthecon trolg roupreceivedwha teverregula
rfinancia
laid
andcounse l
lingwasava i
lab letoa l
lstuden ts.
• Theou tcomeo fthe interven tionwasapos i
tiveimpac tonfull-t
imeen rolmentandapos i
tive
impac tonpassra tesandcou r
sec redi
ts.The rewe realsoh igherratesofregist
rat
ionin
col
legesinthesecondandth i
rdsemes tersa fterrandomass ignmen t.
• Nocostanal ys
isp rov idedintherepo rt
.
Study30: MDRC
,ImprovingBas
icSki
lls
:TheE f
fectso
fAdu
ltEduca
tionin We
lfa
reto
WorkProgrammes,2002
• Thep rogrammein terventionwasessen t

ials ki
llsp rovisionfo rpost-16s tuden tsa tadult
educa t
ionp rov ider s.Classeswe readu ltbas iceduca t
ion(ABE )classes,p rog rammes
prepa r
ings tuden tsfo rtheGEDexam ,regu larh ighschoo lclasses ,andESOLc lasses .The
programmepopu la t
ionwe reh igh
lyd isadvan tageds tuden tswhowe relow- income , mostly
jobless,s ingle-parentwomenwholackedah ighschoo ld iplomaandwe rerece ivingwe l
fa re
.
Othereva luationa imswe retowha t extent
,andfo rwhom ,dowe lfare-
to-workp rog rammes
increasepa rticipationinadu l
teduca tionse rvicesandinc reaseeduca t
ionala t
tainmen tand
achievemen t?And ,doeduca tion-focusedwe lfare-to-workp rogrammesimp roveeduca tion
outcomes?
• USRCT ,samp lesi ze5 ,863 .
• Gainsinread ingsk il
lsappea redtova ryw i
ththeleng tho ftimespen tintheadu lteduca t
ion
programmes .Imp rovemen tsin ma thsskil
lsand GEDrece iptwe reassoc iatedw i
thsho r
ter
spel
l sofadu lteduca tion.Ass tudentsea rned GED s,inc reasedbas icskills
,o rsubsequen t
ly
part
icipatedinpos tseconda ryprogrammes ,theyappea redtohavesubs tantialbene fi
tsin
termso femp loymen t,earning s
,andse l
f-su f
fic
iency .
• Howeve r,relativelyfewadu lteduca t
ionpa rtic
ipan tsrece iveda GED ,increasedthe irbasic
ski
lls
,o ren teredpos tseconda ryprogrammes .Rece ip
to fa GEDc redentialwasanimpo rtant
predictorofsubsequen ten ro
lmen tinpos tseconda ryp rog rammes .Pa r
tic
ipan tsinbas ic
educa t
ionp rog rammeswhowen tontopos tseconda ryeduca tiono rtra
iningp rogrammes
appea redtoexpe r
iencesubs tan
tialbene f
itsinte rmso finc reasedea rning sandse lf
-
suff
iciency.
• Nocos tana ly s
i sprov idedintherepo rt.
S
tudy31:Economic Mob
il
ityCorpo
rat
ion
,Escala
ting Ga
ins
:TheE
lemen
tso
fPro
jec
t
’sSuccess,2018
QUEST ,accessed24Septembe
r2019
• Theaimoftheevalua
tionwastotes
tPro
jec
t Ques
t'
simpactonearn
ing
s.The Ques
tprojec
t
prov
idescomprehens
ivesuppor
tandresou
rcestohelp
ind
iv
idua
lscomple
teoccupa
tional
53
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
tra
iningp rog rammesa tloca lcommun itycollegesandp rofessionalt rainingins
ti
tutes,pass
cert
if
i ca
tionex ams,andob tainjobsinta rgetedindus tr
ies .
• USRCTw ith410pa rti
cipan tsofwhom207we reinthet reatmen tg roupand203inthe
controlgroup ,agedbe tween16and64yea r s
.
• Pro
jec t Quests tudentsea rned$5 ,000ayea r mo rethancon tro
lg roups tudents
. QUEST
part
icipantswe resigni
ficantly morelikelythancon t
rolg roup membe r stoea rna
postseconda r ycredentia
landtowo rkintheta rge tedhea l
th- carefield. QUESTrec rui
ted
individualsfo rthestud ywhowe reno tenrol
ledinco l
lege ,63%o fwhomneededreme d
ial
mathsand /orread inginstructionbe foretheycou lden rolinthe i
roccupa t
ionalprogrammes ;
thisg rouptyp ica
llyhaslowdeg reecomp let
ionra tes.Impac tswe reg reatestamong
part
icipantsaged25ando lder,andthosewhohada GEDra therthanah ighschool
d
iploma ,usua l
lynon- tradi
tionalco l
leges tuden tswhowe reun like
l ytonav iga
tetheirway
throughpos tseconda rytrainingtoagood jobonthe irown .
• Nocos tana lysisprovidedintherepo rt
.
Study32:Commun i
tyCo llegeResea
rchCen te
r,Newev idenceofsuccessforCommun
ity
Col
legeremedia
lEng l
ishs tuden
ts:Track
ingthe Outcomeso fS
tudentsinthe
Accele
ratedLea
rningP rogram(ALP),2012,accessed24September2019
• Th
i sinter
ventionwase ssent
ialsk
il
lsp rov
isionfo rpost-16underprepareds tudentsina
commun i
tycollegese t
ting
.
• Regressionana lysisandp ropensi
tysco re matching,withasamp lesizeo f592 .
• Resultssugges tthatamongs tudentswhoen rolintheh ighes
t-leveldeve lopmentalwri
ting
course,pa r
t
icipationinALPi sassoc ia
tedw ithsubstan t
ial
lybet
terou tcomesinte rmso f
Engli
sh101comp letionandEng li
sh102comp let
ion( col
lege-levelEnglishcourses)
.The
authorsalsocompa redco l
lege-readys tudentsen ro
lled inALPsec t
ionso fEnglish101w ith
theircounterpa r
tsinwho l
lycol
lege-readysec t
ionsandfoundtha tthoseinALPsec tionshad
equivalen
tpe rformancew i
thinEnglish101 itse
lf,butslight
lylowersubsequen tco l
lege-leve
l
courseen ro
lmen tandcomp le
tion
.
• Nocos tanalysisp rovidedintherepo r
t.
S
tudy33
:NCPR
,B r
idg
ingthegap :Animpacts
tudyofe
igh
tdeve
lopmen
talsumme
r
b
ridgep rammesinTexas,2012
rog ,accessed24Sep
tembe
r2019
• Theaimo ftheeva lua

tionwastotes tthee ffec
tivenesso fa l
ternati
veremed ia
leduca tionwi
th
underp
repa redstudentsandrecen thighschoo lg raduates,aged16yea r
sando lder
,in
commun i
tyco l
legesettings.Theprog rammes involveintensiveremed ia
linst
ructionin
maths
,readingand /orw r
i
tingandco l
legep repa rat
ioncon tentforstudentsenteringcollege
w
ithlowbas icski
lls
.
• USRCTw ith793 inthetreatmentgroupand525inthecon trolgroup.
• Whi
leprogrammepa rt
icipat
iondidnotappea rtoincreaseco llegeen ro
lmen t
,the reis
ev
idencetha tprogrammes tuden
tswe re morelikel
ytopassco l
lege-leve
lcou rsesin math
andw r
it
ing,when mea suredbycreditsgainedandsemes tersregis
teredatcollege.
54
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Acrossthee ightsites ,pe rstudentcos tsrangedf rom$835to$2 ,349 .Theave ragecos tpe r
studentac rossa lle ightsiteswas$1 ,319(w ithas tanda rddev iat
iono f$502 );th isfigure
includesthes tipendo fupto$400pe rpa r
tic
ipan t.Somecos ts maybein terpre tedas‘ s
tart-
up’costs,wh icha reun likelytobeneededi fthep rog rammesa rerun insubsequen tyears.
• Thecos tana l ys
iso fthedeve lopmen talsumme rb ridgep rogramme swaso rigina l
ly
conduc tedtop rovidedesc r
ip t
iveinforma t
iononp rog rammecos tsa swe l
lastoconduc ta
cost-e
ffec t
ivenessana lys
i s
.Theau tho rscommen ttha twhiletheana ly s
isofp rog ramme
costswass traightforwa rd,theywe reunab letope rformacos t-effec t
ivenessana lysis
becausetheou tcomesw ithpos i
tiveimpac ts(e .g.pass ingco l
lege- level mathsinthef irst
yearandaha l
ffollow ingthep rogramme )we reno teas ily moneti zed.Instead ,the
resea rcherspe r
formeda‘b reak -
even’ana lys
i susingacos t-e
ffec t
i venessana ly s
i s
framewo rk.Th isb reak-evencos tana l
y s
issugges tedtha tstuden ts indevelopmen ta
l
summe rb r
idgep rog rammeswou ldneedtoea rna lmos tfouradd itionalcol
legec redits— o r
comp leteal i
ttle mo rethanoneadd i
tionalcollegecou r
se(typicallywo r
ththreec redi
ts)— fo r
thep rog rammetop rovides tudentsw ithcreditsa tthetyp icalcos tpe rcreditinTexas .The
developmen talbridgep rogramme mode lwasre lativelyexpens iveandassuchwou ldrequ i
re
theava ilabi
lityoffundsf romou tsideo fregular‘K- 12’(averageda ilyattendance )andh igher
education(FTE )pub l
i cfund ing mechan isms.Theau thorsconc ludetha teduca tors maywan t
tocons ide rway storeducecos tsbyembedd ingsuppo rtprogramme ssuchasthesein tothe
regularh ighschoo lo rco l
legeschedu le.
Study34:NCPR,Theimpac
tofpostseconda
ryremed
iationus
ingareg
ression
d
iscontinu
ityapp
roach
:Address
ingendogenoussor
tingandnoncomp
liance2008
,
accessed24Septembe
r2019
• Thein ter
ven tionwase ssent
ialski
ll
sp rovis
ionforpos t-17-year-o
ldunde rp
repareds tudents
andthosere fe r
redtoremed ialeducation.Thea imo ftheeva luat
ionwastotes tthe
ef
fectivenesso fthi sal
ternat
iveremed ialeducationinac ommun itycol
legesett
ing.
• USs tudyus ingareg ress
iond iscon
tinui
tydesignw ithasamp lesi zeo
f100 ,000.Insteadof
havingat reatmen tg roupthisdesignusesasamp leofs tudentsclosetothecu t-o
ff
.
• Theresu ltssugges t mathsandread ingremed ialcou rseshave m ixedbenefi
ts.Being
assignedtoremed iat
ionappea rstoincreasepe rs
istencetothesecondyea randto ta
l
numbe rofc reditscomp letedforstudentsonthe ma rg
ino fpassingou toftherequirement,
butitdoesno tincreasethecomp le
tiono fcol
lege-leve lcredi
tsoreven tua
ldeg ree
comp let
ion .Takentoge ther,theresultssugges tthatremed iat
ion mightpromoteea r
ly
persis
tenceinco l
lege ,butitdoesno tnecessa r
i
l yhelps tudentsonthe ma rg
ino fpassingthe
p
lacemen tcu t- o
ffto makelongte rmp rogresstowa rdea rningadeg ree.
• Nocos tana l ysisprovidedintherepo rt
.
Study35:Depa
rtmentforEduca
tion
,The16–19bu
rsa
ryfund
:Impacteva
lua
tion
,2015
,
• Repor
tfortheDepa
rtmentfo
rEducationinEng
land
,whichexaminedtheef
fecto
ffinanc
ial
suppor
tforlow
incomestudentsaged16–19yea r
s.Theaimoftheevalua
tionwasto
55
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
provides tatistica
limpa ctana ly siso ftheremo valoftheEduca tion Ma intenanceA llowance
(EMA )
/Introduc t
iono f19–19bu rsa r
yfundandcos tbene fi
tana ly s
is .Therepo rtprovides
est
ima teso fthepo l
i cy’simpac tonpa rt
i c
ipa t
ionanda t
tainmen to fLe vel2andLeve l3
quali
ficationsdu ringthe2011 /12and2012 /13academ i cyea rs,andp rovidesacos t–bene f
it
analysiso fthepo l
icycons ide r
inge ffectsonl i
fetimeea rningsandex cheque rtaxrece ipts
andbene fi
tpaymen ts.Thees tima ted impac tsshou ldbe interpre tedasthechangesin
part
i c
ipationanda t
tainmen tra tescompa redtoahypo the t
icalno- refo rmscena r
iowhe rethe
EMAhadrema inedinp laceandunchangedin2011 /12and2012 /13 .Itisnotanes t
ima teof
itse f
fectcompa redtonof inanc ialsuppo rtforlearne rsaged16to19 .
• Samp les izef romtheNa tionalPup ilDa tabasereco rdso f4 ,4047 ,194ind iv
idual s.
• Theou tcomeswe re measu redby :fu l
l-
time(FT )partic
ipa t
ioninpos t-16educa tionand
whether lea rner shada chievedtheLeve l2o r3a t
tainmen tthresho ldbytheendo fthe
academ i cyea rinwh ichtheytu rned18 .Theou tcomes :thees tima tede ffec
to fthe
imp lemen ta tiono fthepo licyledtoa1 .6pe rcentagepo int(ppt )fa l
linFTpa rti
cipation
among s
tYea r12s tuden tswhowou ldo the rwisehavebeene ligiblefo rthefu l
lEMAawa rd
.
Theimpac tsona tta
inmen tare larges tforthepoo res tstuden ts,de finedasthosewhowou ld
havebeene l
igiblefo rthefu l
lEMAawa rd.Theau tho rses t
ima tetha tthe rewasa2 .3pp tfal
l
intheLeve l2ach ievemen tra tebyage18 ,leadingtoa1 .1pp tfa l
la crossthewho leYea r13
coho r
t,from88 .3%to87 .2% .Fo rLeve l3ach ievemen t,thee f
fec ti s muchsma llerat0.5
pptsforthosewhowou ldhavebeene l
igibleforthefu l
lg rant,w ithnos tati
sti
callysignif
i cant
impac tac rossthewho leeligibleg roupo rthecoho rtasawho le .
• Thesho r
t- runsav ing sassoc iatedw iththepo licyareinagg rega teou tweighedbythelong -
runlosses ;theau tho rses tima teanove ral
llosstotheex cheque ro f£84 m i
ll
ion(wh ichthey
stateislikel ytobeanunde res tima te).
Study36:Depar
tmentforEduca
tion
,TheYouthCont
ractfor16-17-
yearoldsnotin
educat
ion,employmentort
rain
ingeva
lua
tion
:Researchrepor
t,2014,accessed24
September2019
• Reportonanaspec to fthegove rnmen tre fo rmsp rogramme ,designedtoreduce

unemp loymentamong16–24yea rolds ,thi srepo rtfocusedonin terventiono fintensi
ve
suppo r
tfor16–17yea ro lds,wh icha imeda tofferingta rgetedsuppo rttod isengagedyoung
people,sotheypa r
t
icipa teineduca t
ion ,anapp ren t
iceshipo rajobw i
tht ra
ining.The
programmecomb inedava r
ietyofschemesin c
ludingawageincen ti
vefo rallemp loyers
,but
specif
icallySMEswhorec rui
tedayoungpe rsonv iathe Wo rkP rogramme(WP ),
Apprenticesh
ip G rantforEmp loyers(AGE ),wo rkexpe rience(eight-weekp lacemen tsprio
rto
theyoungpeop leen ter
ingthe WPandsec to r
-based Wo rkAcadem ies(wo rkexpe r
ience
p
lacemen tscomb inedw ithwo rkfocusedt raining).
• ByendSep tembe r2013( latestavailablef igures )
,11 ,920youngpeop lehads tar
tedthe
nat
iona lYCand4 ,114we rereco rdedas ini
tiallyre- engagedinapos itiveou tcome . Owingto
t
ime -laginvolvedinach iev ingtheseou tcome sau tho r
sexpec tedsma l
lernumbe rstoshow in
sustainedre-engagemen tda ta,howeve rbyendSep tembe r2013,489pa r
tic
ipan tswe re
recordedashav ingsus tainedre -engagemen t.Thepaymen t modelforp rovide rswas
consideredtoolowtoiden t
ifyandsuppo rtyoungpeop lefurthestawayf romre- engagemen t;
56
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
thiswasexace rbatedb y
lowe rthanexpec tedvolumeso fyoungpeop leenteringthe
programme .
• Authorsrecommendtha tacoo rd
inatedloca lresponsei srequiredto ident
i
fy,suppo rtand
meettheneedso fyoungpeop lewhoa reNEETo r‘atrisk’ofdi sengagemen t.
• Costestima teswe rehampe redbecausetheD fEwasunab letod isclosetotheeva luat
ion
theac tualcostpe rpart
i c
ipant,thereforethecos tana ly s
iswasbasedonau tho rs
’
assump tionsandassu chthecos testima tesarelikelytobeove rs
tated.Thein terna
lrateof
returnva riedextensi
vel y
;national
lyitwas64 .6% ,inLeeds ,Brad fordand Wa ke
fie
lditwas
45.8%,bu tinNew cast
leand Ga tesheadi twason l y19 .3%andassuchtheda tasuggests
thede l
i veryofYCna t
ionall
ywas mo recos tef
fective.Thene tove ral
lbenefi
tspe rpa r
t
icipan
t
ofYCwe reconcludedtobeh igherfo ryoungpeop lew ithloweduca tiona
lou tcomesunde r
thena tional model,buttheau thorsh igh
lightthatthe reisat rade-of
fbe tweenva luefor
moneyandto talsocia
lbene fi
ts.
Study37:Depa
rtmentforEducation,Impac
tevalua
tiono
f24+AdvancedLea
rne
rLoans
ResearchRepo
rt,2018,accessed24Septembe
r2019
• Toencou rageandfac il
i
tatepa rt
icipat
iono findividualsaged24+yea rs
,incomecon tingent-
repaymen tloansfo rthep rovis
iona tLeve l3andLeve l4we reint
roducedin2013–2014 .
Thesewe reknownas24+AdvancedLea rnerLoans(ALL )
.Thep rocessforALLfo lloweda
s
im i
lar mode ltoS tuden tLoans inH ighe rEdu cation.
• Therepo rtdetailstheou tcomeso fD i
fferencein-D
if
ferenceanalys
isusingh isto
rica
l
Indiv
idua lLea rnerReco rd(ILR)da ta
,wh ichcompa redtheresul
tsforLeve l3andLeve l4
qual
if
ica t
ionsfo rlearnersaged24andove rwithacompa r
isongroupo flearnersaged19–
23yea rsonthesamecou rseswhowe reuna ffectedbythein t
roduct
iono floans.
• Fearofdeb twasakeyba rr
iertotakeupo fALL ,a l
thoughtakeupwas65%o felig
ible
learne rschosetotakeou taloanand44%s tatedtha twi
thoutaccesstoa loan
,theywou ld
nothaves tud
ieda ta l
l.Theau thorsal socommen tthataloans-basedenv i
ronmen tresultsin
moreca reer- focussedlea rning,a l
thoughth iswasno tref
lectedinchangestothe
achievemen tra te
.
• Theimpac tofALLwasassoc iatedw i
tha ma rkedd ropinvolumeso flearnersandlea rning
a
imss tudiedone l
ig
ib lecou rsesanda lsoledtoave r
ysma l
lfal
lintheach ievemen trate.
.
Study38:Depa
rtmentforEduca
tion
,Es
tima
tingtheimpac
toft
raineesh
ips,2019
,
• Tra
ineeshipsareaneduca tionandt rainingp rogramme,inEng land,thatprov
ideyoung
peopleaged16–24w ithanintensivepe riodo fworkexperienceandwo r
kp repara
tion
tra
ining
,plusof
feringsuppo r
tinimp rovingthe i
rEnglishand ma ths.Th
isoccupa t
ional
tra
iningin
terven
tioni sdel
iveredbyFEp roviders.T
raineeshipsa repr
imari
lyintendedfor
youngpeop lewho:a renotcu r
rentl
yinemp lo ymentandhavel i
ttleworkexpe r
ience,butwho
arefocusedonwo r
kandthep rospecto fi
t;a reaged16- 24(25w ithanEduca t
ion,Hea l
th
andCa replanorLea rningDi
fficu
ltyAssessmen t)andqua l
if
iedbe lowlevel3;arebe l
ieved
57
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
byprovide rsandemp loye rstohaveareasonab lechanceo fbe ingreadyfo remp loymen t

,o r
anapp ren t
iceship,w i
th ins ix mon thsofengag ing inaT raineesh ip.
• Theeva luationes t
ima testheimpac tofT ra
ineeshipsonthein tendedou tcomeso f
progressiontoanapp ren ticeship,furtherlearn
ingo remp loymen tba sedonthef i
rstyea rof
theprogramme .Thee va luat
ionusedp ropen s
i
tysco re ma tch
ing(PSM );theimpac tis
est
ima tedbycompa r
ingtheou tcomesobse rvedfo rthosepa r
tic
ipa ting inT raineesh ips(also
knownasthet reatmen tg roup)aga instanes timateo ftheirexpec tedou tcomes iftheyhad
notpa r
tic
ipa tedinthep rogrammewhohaves imilarcha racte
rist
i cs(thecoun terfactual)
.
• ThePSMes t
ima tesind icatetha tfor16- 18-yearo lds,T raineeships inc reasedthel i kel
ihood
ofbeinginanypos it
ivedes tinat
ion(app ren
ticeship,fu r
the rlearningo remp loymen t)12
monthsa fterstar
tingthep rogramme .The rewasa lsoas ignif
ican timpac tona ttain
ingany
posi
tiveou tcomew ith
in12 mon ths.Fo r19-23-yea rolds ,therewasa lsoas ign i
fican tposi
ti
ve
impac tonbo thbe ing inapos it
i vedes t
inat
ion12 mon ths a
fte
rs ta r
tingtheT raineesh ipand
onattaininganypos it
i veou tcomew i
thin12 mon ths .
• Authorsrecommendtha tacoo rdinatedlocalresponsei srequiredto iden t
ify,suppo rtand
meettheneedso fyoungpeop lewhoa reNEETo r ‘a
tr isk’ofd isengagemen t.
.
S
tudy39: MDRC,Moreguidance
,be
tte
rresu
lts?Three-
YearEf
fec
tsofanEnhance
S
tuden
tSe rv
icesProgramatTwoCommun i
tyCol
leges,2009
,accessed24Sep
tembe
r
• Amongs tuden tswhoen rolincommun itycollegesintheUS ,w iththe inten t

iono fea rninga
creden tialo rtot ransfe rtoafou r-year inst
itut
ion ,on l y51%ach ieveth isgoa lw ithin6yea rs.
Thi sresea rchs tud iedlea rnersaged18to34yea r s,whoa l sohadf inancia lha rdsh ip.Two
commun ityco llegesin Oh iop rovidedenhanceds tuden tse r v
icesandasma lls tipendto low-
incomes tuden tsv iathe Open ingDoo rsprog ramme .
• Studen tsinthe Open ingDoo rsp rogrammewe reass ignedtoacoun sellor,w ithwhomthey
we reexpec tedto mee ta tleasttwot imespe rsemes terfortwoseme ster stod i scuss
academ i cp rog ressandreso lveany i ssuestha tm igh taffectthe irschoo ling .Eachcounse llor
wo rkedw ithfa rfewe rs tuden tsthantheregu larco llegecounse llo r
s,wh i cha llowedfo r mo re
frequen t,intens i vecon tact.Part
i c
ipatings tuden tswe real soe ligiblefo ra$150s tipendfo r
twosemes te rs.
• Whilethein terven t
ionresu ltedininc reasedreg i s
trationra tes ,academ icbene f
itswe reno t
main tained .Prog rammeg roups tuden tsreg is
te redfo ratleas tonecou rsedu ringthesecond
semes tera tah ighe rra tethancon t
rolg roups tuden tsandea rnedanave rageo fha l
fac redit
mo redu ringthesemes ter.Thereg istrationimpac ti slikelyp rima ri
lythee ffec to f Open ing
Doo r sse r vicesp rovideddu r
ingthef irstseme ster;thep rog rammed idno tsubs tantial
lyaffect
ou tcomesdu ringthef irstsemes ter.A fterstuden tsinthe Open ingDoo rsp rogramme
rece ivedthe irtwosemes tersofenhancedcounse ll
ingse r vices ,thep rog rammecon t
inuedto
haveapos it
ivee ffectonreg is
trat
ionra tesinthesemes te rtha tfo l
lowed .Thep rog rammed id
no t,howeve r
, mean ing fullyaffectacadem icou tcomesinsubsequen tsemes ter s
.The
prog rammed idno tsign if
i cant
lyincreasetheave ragenumbe ro fcred i
tstha ts tuden tsearned
afterthecounse ll
ingp rog rammeended ,o rove rthes tudy’ sth ree- yearfo llow -uppe r
iod.
• Nocos tana lysesp rov idedintherepo rt.
58
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
Study40:Po
licyStud
iesInst
itu
teUn ive
rsityof Westmins
ter
,Impactofadu
ltbas
icsk
il
ls
path
finde
rextens
ionact
ivit
ies:Stage2o ftheevaluat
ion,2003
,accessed24Sep
tember
2019
• Extensionac t
ivi
tieslaunchedbyD fEin2001w ithinaw ide rcampa igntoimp rovetheleve lo f
basicsk i
l
l s.Two ma ina imso fthiseva lua tionwe retop rov idees t
ima teofthene timpac to f
Extensionac t
ivi
tiesre lativetot radi
tionaladu ltbas i
csk i
llsp rovisions,andtoes tima terelative
impac tso fthed i
fferen tPa thfindercou r ses.Thelea rnerslackedbas icskil
lsw ithp rob lems
w
ithread ing ,w r
it
ingandcommun ication; man yhadle ftschoo lwithou tanyqua lif
i cations.
F
irstou tcomeo fin tere s
twaslea rning(pe r cen tageo flearne rsfinishingthecou rse ,
percentagerece ivingaqua l
ifica
tion,thep ropo rt
ions tar
tingo rplann inganewcou r seinthe
fol
low ingyea r)
.Anin termed iateoutcomewasase l
f-e
ff
i cacysco re measu r
ingse lf-
confidenceandthe rewe rea l solabou r ma rketou tcomes ,wh ichincludedthepe rcen tagei n
emp loymen tbetweenthes tartofthecou rseandthebeg inn ingo ftheS tage2fo llow- up
inter v
iew s
.The meanageo fpa r
tic
ipan tswas36yea rs
.
• Analy s
i susedPSM me thodo logy.Impac tes tima tesach ievedbycompa r
ingou tcomeso fthe
Extensionpa rt
icipan tsw itha ma tchedsamp leo fpartic
ipan tsintheCon t
rolg roup .Es tima tes
weresupp lemen tedw ithsomedesc r
iptiveev idencewhe reimpac te stimateun feas ible.
• Resultswe re mixed . Gene ral
l y,di
fferencesbe tweenthed i
fferenttypeso fEx tens ionwe re
mo rep ronouncedthanbe tweenEx tens ionandt radit
iona lcou rses.Be ingonanEx tension
cour sera isedcomp letionra teby14%po ints ;whilepa r
ticipan tsonE x
tensioncou r seswe re
9%lessl i kelytohaves tartedanewcou rse ,thosewhod idcommen cenewcou rseswe re
moreli kelytoen rolfo r mo rethanonenewcou rse.TheEx tensiong roupandthecompa rison
groupcou ldno tbed ifferen t
ia tedacco rdingthequa l
if
icationsrece ived.Rega rding labou r
marke tou tcomes ,lea rner sonEx tens ioncou rseswe re9% mo relikelytobe inemp loymen t
atthet imeo ftheS tage2fo llow-upinte rview .
• Nocos tana lysesp rovidedintherepo r
t.
Study41
:Depa
rtmen
tfo
rEduca
tionandSkil
ls,Eva
luat
ionofimpac
tofsk
il
lsfo
rli
fe
learn
ing
:Repor
tonSweep2
,2006,accessed24Septembe
r2019
• Ski
llsforLifep rogrammedes ignedtoimp roveliteracy,nume racyandcommun icationski
lls
ofadu l
tsandyoungpeop leaged16to17yea rs
,whohadle f
tfu l
l-t
imeeduca tion.The
programmep rov
idesf reel i
teracy,nume racy,andESOLt rain
ingf reeo fchargetothose
w
ithoutliteracyo rnume racyqua li
ficat
ionsa tLeve l2(app roxima tely GCSEso fgradesA *to
C/Level9–Leve l4 )
.Th isrepo rtdidnoteva luatetheimpac tofESOLcou r
ses.
• Theeva lua t
ionuseda longitudina
lsu rveyo fpa r
tic
ipan tsonliteracyandnume racycou rses
(Ski
llsfo rLi
felea rners)anda ma tchedg roupw ithlowo rnol iteracyo rnumeracy
qual
ifica
tions .Pa r
tic
ipan tswe refi
r s
tinter v
iewedin2002 /2003 ,w i
thasecondandth irdwa ve
ofin
te rv
iew stakingp laceoneandtwoyea rslater.Theana l ys
i swasbasedonthef i
rsttwo
waveso fthesu rvey.Compa r
isono fbene fitsa t
tr
ibutedtothe ircou rseandtheimpac t
analysissugges tedtha tSk i
llsforL i
felea rner stendedtoove restima tethebenef
its.
Qual
ifica
tionga inappea redtobela rgelyre latedtope r
sonalcha racter
ist
ics
,forexamp le
o
lde rlearner s
,thosew ithch i
ldrenandthosewhobe lievedtheyhadal ite
racyproblemwe re
lesslikelytoach ievequa li
fica
tions. Mucho ftherepo r
tisded icatedtothepe rceivedbene fit
s
ofpa r
tic
ipan ts
,ra therthans tatis
ticalanal yse s
.
59
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Nocos
tana
lysesp
rov
idedintherepo
rt
.
Study42: MDRC
,Guid
ingdeve
lopmen
tal ma
ths
tuden
tstocampusse
rvices,2010
,
accessed24Septembe
r2019
• Repo r
tprovidesresu l
tsf romtheBeacon Men toringp rog rammeinTexas ,USA .The
interven
tionta rge
teds tudentsen rolledin lowe rlevel ma thscou rses,whohadah ighdeg ree
o
ffa i
lure
.Thein te
rven t
ionp rovideda meansfo rpart
i cipatingstuden tstoaccessah ighlevel
o
fsuppo r
tfroman individualoncampus . Men torswe reco l
legeemp loyeeswhowo r kedw i
th
thefacultytoidenti
fys trugglings tuden tsando fferhe lpea r
lyoninthe i
rcou rses.
• RCT .Thep rogramme ledtoas tatist
icallysignificantdec reaseinthel ikel
ihoodo fs tudentsin
mentoredclassesw ithdraw ingfromthe ir main ma thscou r sebeforetheendo fthesemes ter
androbus tevidencetha tthep rogrammeinc reasedtheuseo fthes tudentsuccesscen tre.
Whil
sttherewasnoev idenceove rallthats tuden tsin men toredclas seswe rel
i ke
lytoea rna
h
ighe rscoreinthef inalexam ,the rewe res tat
i st
ical
lys ign i
ficanteffe c
tsbetweenh igh-risk
andlow- r
isks tudents.Amongh igh- r
isks tuden ts,thep rogrammeg roupwass igni
ficant
l yless
l
i ke
lytow ithdrawfromthe ma thsc lassandea rnedas ignif
icant
lyh igherpe rcentageo f
creditspera t
tempt.Fo rthelow -r
i skg roupthe rewasas tatist
ical
lys ign
ifi
cantimpac ton
percentageo fdaysab sen t
,bu tnoo thers tat
istical
lysign if
i can
te f
fec ts
.Pa rt-
times tuden ts
werelesslikelytowithd rawfromand mo relikelytopassthe ma thsc lass,earned mo re
credi
tsand ,inthedeve lopmen tal ma thsc lasses ,scoredh igheronthef inalexam .
• Nocos tanal ysesprovidedintherepo r
t.
Study43:Irby
,Te r
ryRando thers
,TheJol
ietJun
iorCol
legeCente
rforAdul
tBasic
Educat
ionandL i
teracy
’s‘Fami
liesabou
tSuccess’
:In
tergene
rat
ionalP
rogrammingtha
t
Works
, 1992,accessed24September2019
• TheJo l
ietJun iorCo l
legeCen treforAdu ltBa si cEduca t
ionandL iteracy(CABEL )provided
adu l
tbas iceduca tionandsuppo rtserv
i cesfo radu ltswhosesk i
l
l sinreadingand ma thswe re
below12 g th radeleve l.Suppo rtprovidedinc ludedAdu ltBasicEduca tion(ABE ), GED,ESOL
andjobandl ifesk i
lls.In1992theco llegep rovidedthe‘Fam il
iesabou tSuccess’(FAS )
inter vent
iontop rovidepa rentsandch ildrenw ithapos i
tive
,in teracti
veeduca tional
expe r
ience ;FASen rol
ledlow- incomepa rentsandthe i
rchi
ld ren(aged3to10yea r
s),who
hadbeeniden ti
fiedasbe inga tri
sk.Thein terven t
ionfocusedonadu ltbasicskil
ls/education,
chi
ld ren’sbas icl
iterac yski
lls
,andpa ren t
ingsk ills
.
• ‘Fo rma landin forma l
’a ssessmen tofthein terventionrevea
ledtha tFASpa rt
ic
ipan tsshowed
ah ighe rave ragega ininread ingand ma thsTes tofABEsco resthanthoseen rol
ledin GED
c
lasses ;thek inde rga r
tensk i
llsscreeningtes tso fFASp re-schoo lersshowed‘nea r
ly100% ’
imp rovemen ting ross,fine mo to
randlanguage /cogni
tiveski
lls;o lderchi
ldrendemons trated
aninc reaseinread ingsk i
lls‘byas muchas1 .5g radelevels’
.Da ta l
im i
tedbyava ilabi
li
tyand
ageo frepo rt
.
• Nocos tana ly sesp rovidedintherepo r
t.
S
tudy44: MDRC,GAIN:BasicEduca
tionina Wel
fare-to-WorkP
rogramCal
ifo
rnia
’s
G
reate
r Avenuesfo
rIndependenceProgram,1994,accessed24Septembe
r2019
60
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Thisrepo r
twasaneva luationo fthe G rea terAvenuesfo rIndependence(GA IN )p rog ramme
inCa l
ifornia,USA .Established in1985 ,Ca lifornia
's GA INP rogramb rokenewg roundby
emphas izing large- scale, manda torypa rt
i c
ipa t
ioninbas i ceduca tion(inadd itiontojob
sear ch,training ,andunpa idwo rkexpe rience ),forwe lfarerec ipientswhowe recons ideredto
needi t.Th reetypeso fbasi ceduca t
ionwe rea vai
lableth rough GA IN:1 )ABEp rog rammes
(thatis,remed ialread ingand ma thema ticsc lasses)fo rthosew i
thlow erski
llsleve l s
(typ
i cal
lya to rbe lowthee ighth -
gradeleve l)
;2 ) GEDp repa ra
tionp rog rammesfo rs tuden ts
whoseacadem icsk i
l
l sa res t
rongenoughtoa llowthemtos tudyp roduc t
ive
l yfo rthe GED
test;3 )ESOLins truction,wh ichteachespeop lewhoa reno tprofic
ien tinEng lishtoreadand
speakthe language .A tthet imeo ftheongo ing interventionthesamp lecons i s
tedo fove r
2,500we lfarerec ip
ien ts.Theeva lua t
ionusedp rev
ious lycomp letedana lyses,p lusnewda ta
basedonasu rveyo ftherec ipien tsandresu l
tso faliteracytes t,wh ichwe readm ini s
tered2
to3yea rsa fterthey joinedtheresea rchsamp le.
• GAINresu ltedin increasesinthenumbe ro fhou rsinbas i ceduca tionandrece ipto fa GED
cert
if
i cate;inones tudyon l y
,we lfarerec ipientsdemons trateds igni
fican tsco reinc reasesin
mathsp roblemso lv
ingand li
teracytes ts.Edu ca t
ionalga inswe reconcen t
ratedamong
part
icipan tswhohadre lat
i ve
lyh ighleve l sofliteracy,andtes tsco rega inswe reconcen trated
inthes itetha tc reatedaninnova ti
veadu l
teduca tionp rog rammeta iloredtotheneedso f
peopleonwe lfare.
• Nocos tana ly sesp rovidedintherepo r
t.
Study45:Thuy
,V.G,High-techfo
ref
fec
tiveESL
/Fam
ilyL
ite
racyIns
truc
tion
,1992,
• Pro
jec twasap i
lot
,wh ichusedcompu tersandCD- ROMd rivesandso f
twaretoimp lemen ta
comb inedEng l
ishasaSecondLanguageandFam i
lyLiteracycu r
riculumfor l
imi
tedEng l
ish
prof
icient(LEP)adu lts
.Thep rojec
texam inedfoursoftwarepackage stoassessi ftheyhada
s
ignificantandpos it
iveimpactonthea ttainmentofEnglishlanguagesk i
llsbyadu ltLEP
students(refugeeandimm igrantadul
tstudents).Eachg roupreceived6hou rsofins truc
t
ion
eachweek ,for15weeks .Theexperimentalgroup(15pa r
ti
cipants
)had2hou rso f
instruct
ionpe rweekonthe ma ter
ialcontainedinthesoftwa re
,thecon tro
lg roup(15
part
icipants)wasg iventhesamein formationinprin
tedfo rm.
• RCT.P re-tes
tsandpo st-
tes
tsadm inis
teredtoeachg roupandda taana lysisind
i catesthat
bothg roupsdid ma rkedl
ybetteronthepos ttest
,buttheexpe r
imen ta
lg roup‘improved
more’thantheycon trolgroup
.
• Nocos tana ly
sesp rovidedintherepo rt
.
S
tudy46
:Lipiec
,J.Kandothers,Ve
rify
ingapp
liedl
ite
racysk
il
ls(VALS
)inABE
P
rogrammes
• Thi
srandomi
sedcon
tro
lstudycompa
redtheeffec
tivenesso
fat
rad
it
iona
lGEDcu
rr
icu
lum
w
ithal
ite
racycu
rr
icu
lumbasedonappliedl
i
teracyski
lls
.
61
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• 34adul
tstudentsrecei
ved GEDins truct
ionthatemphas isedfunc
tionalandworkp
lace
con
tex
tsandsupp lementalins
truc
tion;the35con t
rolgroupstudentshadins
truct
ionbased
onatradi
tionalGEDcurr
i culum
.
• No ma
jordi
fferencesbetweentheexpe r
imen ta
landcon t
rolgroups’tes
tper
formance,
re
tent
ion,orsuccessin mee t
ingtheirstatedgoal
swe refound.
• Nocos
tana lysesprov
idedintherepo r
t
.
Study47:Wi
lson,A.M,TheINVESTP rog
ram:ACompu ter-
BasedSystemfo
rAdu
lt
AcademicUpgrad
ing
:AP ilo
tProjec
t,1992,accessed24Septembe
r2019
• Adultlea rnerspa r
ti c
ipatedintheINVESTin te
rvention.INVESTwasane twor
kedsy stemo f
basi cinstruct
ionalso f
twa reinread ing,wri
ting
, ma thsandl i
feski
lls
.
• RCT .Asamp leo f15s tudents,w i
thanave rageageo f32 .27anda meaneduca t
ionleve lof
9.33yea rs,pa r
t
icipa tedinan11- weekcou rseusingINVEST-ane tworkedsystemo fbas i
c
instructionalso f
twa reo f
fer
ing lessonsinread ing,w r
it
ing, mathematics
,andlifeski
l
ls.Two
groupswe reusedfo rcompa ri
son ,thefirs
tcompa risong rouphadayounge r meanageand
hadcomp letedan18- weekcou r
se ,andonew i
thano lder meanagetha thadcomp leteda
44- weekcou rse
.Basedons tanda rdisedtestsgivenbe fo
reanda f
terpartic
ipat
ion,the
attendancefo rtheINVESTsamp lewas92 .6%and meannumbe rofhou rsonthecompu ter
was151 .77 .Posit
i vega inswe re madebythes tudygroupina llareasofreadingand ma ths,
andfo r mathsthe rewe regainso f mo rethan1.5yea r sinthe11-weekpe riod
.Thega insin
read ingwe renots tat
ist
icallysigni
ficantbutwe reinapos it
ivedi
rect
ionandpa ra
lle
ledthe
relativega insno tedinoneo fthetwocompa r
isong roups .
• Nocos tana lysesp rovided .
Study48: Weiss
,B.Dando the
rs,L
ite
racyeduca
tionasatrea
tmentfordepress
ionin
pat
ients w
ithlim
itedl
ite
racyanddepress
ion
:Arandom isedcon
tro
lledt
ria
l,2006,
• Essen t
ialsk i
llsprovi s
ionforpos t-18-year-oldadultsw i
th mentalheal
thi ssues(depression
)
andlow literacyleve ls.Lite
racy levelswe rebasedontheRap idEst
ima teo fAdul
tLiteracy
in
Medicine(REALM ).Thea imo ftheeva luationwastotes tifthep rov
isiono fli
terary
educa t
ion,a longw iths tandardt reatmen tfo rdepression
,wou ldresultinhigherwellbeing
thanacompa r
isong rouptrea tedw ithstanda rddep ressiontherapyon l
y.
• Depressionseve ri
tyassessedw ithPHQ- 9sco resatbase lineandfol
low- upevaluation(upto
oneyea ra fterstudyen rolment)w i
thcompa r
isonsbe tweenthein te
rventiongroupand
controlgroup . Whilstthe med ianPHQ- 9sco reswe resim i
laratbasel
ine ,theimprovemen t
wass ign
ificantlylargerinthein tervent
iong roup.
• Nocos tana lysesp rovided .
Study49:Lipman
,H .LandBoyd,E
.H,Soc
ialsuppor
tandeduca
tionfo
rsingle mo
the
rs:a
randomizedcontro
lledt
ria
lofacommuni
ty-basedp
rog
ramme,2005,accessed24
September2019
62
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Canadians tudyw ithlow- sk

il
ledlonepa rent mo
thers(meanageo f32yea rs
).The
intervent
ionwastoassessthee f
fec tofacommun ity-basedp rog
rammeo fsocialsupport
andeduca tiong roupson ma te
rna
lwe l
lbe
ingandpa renting.
• Outcome measu reswe rese
lf-reported mood,sel
f-
es teem ,soc ia
lsupportandpa rent
ing
ab
ili
ty.
• Inthesho rt-
te rma ftertheevalua
tion,whencompa redto mo thersinthecontrolgroup,
mothersinthe interventiongrouphadimp rovedscoresfo r moodandse l
f-esteemon ly.
Howeve r
,g row thcu rveanalysi
sofp rogrammee f
fectsove rthefollow-upperiodshowed
imp rovemen tsina llfouroutcomesw ithnosign
if
ican tdifferencesbe tweenthein ter
vention
andcon tro
lg roups .
• Nocos tanaly sesp rovided
.
Study50:CenterfortheAnalys
isofPost-Seconda
ryReadiness
,Makingi
tthrough
:
Inter
imF ind
ingsondeve lopmenta
lstudents
’progresstoco
ll
ege ma
th w
iththeDana
Center ma
thematicspathways,2018
,accessed24Sep tembe
r2019
• Th
i spape rd iscussescommun itycol
legere formsfo rpos t-
16lea rne rswithlowsk il
lsin
maths.Thein terventionwas mu lt
iplesemes terso fdevelopmen ta
l ma ths. IntheDCMP
model,specifically
,co llegeswe reencou ragedtodeve lopthree ma th spathway s:as tat
istics
pathwayfo rs tuden tsinthesoc ialsciencesandhea lthprofessions ,aquan t
ita
tivereasoning
pathwayfo rthose ma joring inthehuman it
iesand l
iberalarts
,andapa thtoca lculusfor
sc
ience ,techno log y,eng ineering,and ma ths(STEM )students .Thepathway ss tar
tedw ith
anacce leratedandrev iseddeve lopmen tal mathscou rse,whi cha l
loweds tudentsw i
th
developmen talneedsandwhot radi
tional
lyrequiredtwoo r moresemes ters
’wo rthof
coursestocomp letethe irrequ i
remen tsinonesemes ter
.Inadd i
tion,theDanaCen ter
developedrev isedcu rriculafortheDCMPde velopmen talandco llege- level mathscou rses.
Thesecu rri
cu lafocused mo reheav i
lyons tat
isticsandquan t
itati
vereason ingcon tent
re
lativetoa lgeb ra,and instruct
ionwasf rameda round mores tuden t-
cen t
redandac ti
ve
learningapp roachesw ith ma ter
ialpresentedinthecon textofrea lli
fe.
• IntheRCT ,thep rogrammeg roups tudents madeimprovementsinbo thenro

ll
ingandin
pass
ingco l
lege-level ma
thsdu ringtheirsecondandth i
rdsemes ters
,includ
ingreach
inga
cr
it
ica
lcollege m
ilestone.Atthet imeo fthereport
,theinte
rvent
ioncou rseshadnotaf
fec
ted
thepersis
tencera tesofstudents.Fu l
lresul
tsexpectedin2019(no tyetavai
lable
).
• Nocostana ly
sisprovided;author scommen tthatinthef
inalreporttheywil
lanaly
sethecos
t
e
ffect
ivenessoftheDCMP mode linconce r
twithi
tsimpactsons tudentsuccess
S
tudy51:O
ff
iceo
fResearch
,Eva
lua
tion&ProgramSuppo rt,S
tar
tingtosucceed
:The
impac
tofCUNYsta
rtonacadem
ic momen
tum,2018,accessed24September2019
• Paperp resentsf
ind
ingsf
romaneva luat
ionoftheCUNYS tartprogramme,ap re
-
matr
icu
la t
iondevelopmen
taleduca
tioninte
rvent
ionforassociatedegree-seek
ingstuden
ts.
Studentswe repost-
16andlackedbasicacadem i
cskil
ls
.CUNYS tartstuden
tsdefer
matr
icu
la t
ionforonesemeste
rtoreceivein
tensiveprepara
tionincol
legereading,wr
it
ing
,
and/or maths.
63
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Theanaly
sisusedPSM .CUNYS ta
rtstudentswere morelikelytotakeandpass‘ga teway
’
mathsandEng l
ishcoursesinthe
irf
irs
tyear;thein
terventionhadthe largeste
ffec
ton
studen
tswi
ththeb roadestremedia
lneeds;theCUNYS tartstudent
sga ineds
im i
largrade
s
tothei
rpeersinEng l
ishgatewaycourses,butsl
igh
tlylowe rin mathsgatewaycou rses
.
• Nocostanal
y sesprov
ided.
Study52:Bett
inger
,E .Pando the
rs,Theroleo
fappl
ica
tiona
ssi
stan
ceandin
forma
t
ion
inco
llege
dec
is
ion
s:Re
sul
tsf
romtheH&RBlo
ckFafsaE
xper
iment,2012,accessed24Sep tember2019
• Thispape rreportsonanRCT ,wh ichwasaf inancial‘nudge’inte

rvent
ionforlow income
indiv
idual sagedbe tween15and30yea rs.Thein tervent
ionwaspe rsonalass
istancefor
appl
i ca
tionsw i
thFede ralStuden tAid.
• Assis
tancew ithapp l
ica
tionsfo rfinanc
ialsupportledtoinc reasedengagemen tinco l
lege
courses.
• Theau thorsconc ludetha tthecos tsover2yea rso fcollegefordependen tswere
approximately$8 ,750andapp roximate
ly$14 ,150fo rindependents(i.e
.independen tadul
ts
of
tenre fer
redtoasnon- tradi
tionalstudents
).Re turnstoco l
legeamongthosewhoen ro
l
led
asaresu ltofthet reatmen twou ldhavetobea tleastas largeasthistoconsiderthe
programmecos t-effect
ive.
S
tudy53:B rooks
,G .andothers,Random
isedcon
tro
lledt
ria
lofincen
tivestoimp
rove
a
ttendanceatadultl
ite
racyclasses
,2008
• RCTw ithapopu lat

iono fadu ltsw ithpoo r
li
te racy,aged16to60+yea rs
.A lmostallhad lef
t
ful
l-
timeeduca t
iona ttheea r
liestoppo rtuni
tyandthe ma jor
ityoftheres tlef
teduca tion
short
lyafterthat.50%hadnoeduca t
ionalqua l
if
icat
ions
.Thein terventionwasaf inanc ial
paymen tof£5fo reachc lassa ttended .
• The mainou tcomeo fin
te restwasc lassa t
tendance(numbe rofsess ionsa ttended);the
secondaryou tcomewaspos t-tes t(li
teracy)sco res.Therewasas tatis
tical
l ys
ignif
ican t
reduct
iono fapp roximatel y1.5sess ionsa ttendedbythein tervent
iong roup,compa redw ith
thecon t
rolg roup.The rewasnos tat
ist
ical
l ysigni
fican
tdifferencebe tweentheread ing
scoresofthein te r
ven t
iongroupandthecon trolgroup.
• Authorssugges treasonsfo rcoun ter-intui
tivefindingsarein l
inew ithea r
l
ierwo rk(e .g.Frey
&Jegen ,2001 ),whichd iscussc rowd ingou te ffec
ts,wherebyex te
rna lintervent
ionsa reseen
ascontrol
lingand‘ c
rowdou t’intrinsic motivations.
• Nocostana lysesp rovided .
S
tudy54: Quig
ley
,B.AandUh
land
,R.L,Re
tain
ingadu
ltlea
rne
rsinthef
irs
tth
reec
ri
tica
l
, 2000
weeks
• RCTo f‘adul
t’a
trisklearnersandadu l
tswhohaved roppedou tofadul
tbasiceducation
(ABE )orali
teracyp rogramme .Theaimoftheintervent
ionwastoe xaminewhetherfirs
tly
,at
r
i skadul
tswou ldstayinABEp rogrammeslongerthanthecontrolg
roupiftheywereh ighly
supportedbyacounse l
lor
/teacherwork
ingtogethe
r(teamapp roach
);or,second
ly,whe ther
atri
skadultswoulds taylongerthanthecont
rolgroupiftheywereinexis
tingsmal
lclasses
w
ith mains
treamlea rners(smallgroupapp
roach);or
,third
ly,whethe
ratriskadul
tswou ld
64
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
staylongerthanthecont
rolgroupwhenone- to
-onet
rainedtuto
rswereusedforenhanced
inst
ruction.
• Theresu l
tsshowedthat60%o fthesma llgroupapproachcompleted3 mon
thso r mo
re,
compa redw i
tha40%comp le
tionratefortheteamapp roach
.Thetutor
ingapproachhada
comp le
tionrateof20%forthree monthsor more
.Eacho fthegrouptrea
tmentsproved mo
re
successfulthanthenot
reatmen tcont
rolgroup,whereno membe rwasreta
inedfor3
months.
• Nocos tanalysesprov
ided.
S
tudy55:Batche
lde
r,J
.SandRacha
l,J
.R,E
ff
icacyo
facompu
terass
istedp
rog
rammein
p
rison,2000
• ‘Randomass ignment’tr
ia
lw i
thp r
isone
r swhohadno thadah ighschooleducat
ion,andwho
wereaged19to53yea rs(meano f30.5).Thein
ter
ventionwasafou r-weekeducat
iona
l
programmew ithcompu terassis
tedinst
ruct
ion(CAI)
,toexam inetheeff
icacyofusingCAIto
raiseachievemen tscoresontheComp rehens
iveAdultStudentAssessmentSystem
(CASAS ) mathsandread ingtests
.
• Achievementsco resoftreatmentgroupwe renots
ign
ifican
tlyhighe
rthanthecontrolg
roup
af
ter4weeks .
• Nocos tanaly
sesp rov
ided .
Study56:D r
ikx,J.MandC rawford,M,SagePub lishers, Teachingread ingth rough
teachingscience,1993
• RCT .Thepopu la
tionwasd rawnfrom ‘adul
t’pr
isoners,whopa r
tic
ipatedinthisUS
in
tervent
ion,whichusedthena tura
lwo r
ldasacon tex
tfo rteachingreadingtop r
isone
rsw
i
th
lowreadingski
lls
.
• Theexpe rimenta
lg roupshowedsma llgainsre
lativetothecon trolgroup
,bu ttheonl y
s
igni
fican
tdif
ferenceswe reinat
tendanceandengagemen t
.
• Nocos tanalysesprovided.
Study57: Wathing
ton,H.Dando
thers
,Thed i
fferenceacoho
rt makes
:unde
rstand
ing
developmentallea
rningincommun
ityco
lleges,2011
• Theeducationalinter
ven t
ionwastheuseo flearningcommun i
tiesforunde rprepared
studen
tsaged16to25 .Th iswasaqua l
i
tat
ives tudy lookingatclassroomc limateand
academicsuppo rtnetwo rks. Qua
li
tat
ivedataga theredf romcommun itycol
legesintheUS
thatpar
tic
ipated inrandomass ignmentevaluat
ionbe tweenlea rn
ingcommun i
ty&non -
learn
ingcommun i
tyexpe riences
.Da tacol
lectedv iainterv
iews/focusg roupsw i
thlearn
ing
commun i
ty&non- learningcommun i
tystudents&facu lty members.
• F
indingswe rethattho seinthelearningcommun i
tieshadinc reasedengagemen t
.
• Nocostanal y
sesp rovided.
Study58:Rich
,RandShephe
rd,M
.J,Teach
ingtes
tcomp
rehens
iontopoo
radu
lt
learne
rs,1993
• Arandom
isedcon
trols
tudy
.Thein
ter
ven
tionwasessent
ialsk
il
lspro
vis
ionfo
rpoo rreade
rs
intheUS,agedbetween17and66yea
rs.Thes
tudyinvest
iga
tedtheef
fect
ivenessofa
65
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
'Rec
iproca
lTeaching
'(tex
tcomprehens
ion
)programme toimp
rovethecomprehens
ionof
poo
radultreade
rs.
• Theexper
imenta
lgroupshowedimprovedl
i
teracyandtestcomprehens
iononstudyspec
i
fic
tes
ts.
• Nocostanaly
sesprov
ided.
S
tudy59:Nico
l,M.MandAnderson
, A,ACompute
r-Ass
istedins
truc
tionvs
.teache
r
d
irec
tedteach
ingofnume
racyinadul
ts,2000
• AUKs tudyexam in
ingthee ffec tsofacompu ter-assistedins truc t
ion(CA I)inter vent
ionon
basicnume racysk il
lsforadu ltsw i
thlea rningd isabi
li
ties.Pa r
ticipantswe reagedf rom22to
47year s.Thes tudycompa redCA Iwithteache r-
ledins tructionw i
thapo pulat
iono fadult
learnersw ithlea rningdi sabil
itiesandsupp lemen tedtrad i
tiona llearningo fnume racyw ith
compute r-assistedinstructiontode term ineitseduca tiona lvalue .
• Therewe reimp rovemen tsfo rthein terventiong rouponbas icnumbe rdiagnos t
i cand
screen
ingtes ts( speci
fictes tsusedfo rpopu lationsw ithlea rningd isabil
i
ties).Theyfoundtha t
studen
tsw ith mildand mode ratelea rn
ingd isab i
li
tiesfairedjus taswe l
lwithCA Iasw ith
conventiona linstruct
ion.Th i sshowedtha teduca tionaltechno log yinthefo rmo fCA Idoes
notnega t
ive lyaffectlearning .They identi
fiedkeycon tributor swhenus ingCA Ias
indiv
idualizedins t
ruct
ionsequences ,learne rresponsecon trol,qu i
ckand individualized
feedback ,and mo tiva
tion -
enhanc inggame- l
i keac t
ivit
ies. Mo stno tably
,studen tswe refound
todeliverqu i
cke rand mo reaccu ra
teanswe r sduetoau toma ti c
i
tyfromtheex tendedp rac
tice
ofbasic ma thema t
icss k
ills.
• Nocostana lysesp rovided .
Study60
:Hays
lip
,B.ando
the
rs,Theimpac
tof men
talae
rob
icst
rain
ingono
lde
radu
lts,
2016
• USrandom isedcon
tro
lstudy,wh
ichexaminedtheusedof men
talaerob
ics(MA)ina
resident
ialcommuni
tyset
ting
.Thein
terven
tioninc
ludedd
if
feren
ttypesofact
iv
it
iesbasedon
maths,log
icandverba
lproblems
.
• Autho
r sconcludedthat MAcanbeane f
fect
i veinte
rvent
ioninimpro
vingolde
radul
ts
a
ffect
ivi
ty,everydaytaskef
ficacy,andsel
f-ra tedheal
th.Subsequentprov
is
ionof MAtra
ining
tocon t
rolsminimisedtheperformancedi
fferencesbetweenthetreatmentandcon
tro
l
condi
tions
,aswe l
las moderatingthee
ffecto fleve
lofeducat
ion
.
• Nocostana l
y sesprov
ided.
Study61:USDepartmen
tofEducat
ion Ma
themat
icaPo
licyResearchReports,
Address
ingl
ite
racyneedsa
t wo
rk:Implemen
tat
ionandImpactof Wo
rkplaceLi
teracy
Programmes,1998
• Nat
ional Wor
kplaceL i
teracyProgram(US)
,afedera
lprog
rammede signedtoemphas i
se
contex
tual
ised,job-spec
if
icinst
ruct
ioninbas
icsk
i
llsfo
radul
tswhola ckbasicski
l
ls;noage
rangeofpa r
t
icipantsgiven.
• 5si
tesw i
thdif
ferenttypesofprovis
ione.g
.ESOLlearn
ing
,li
teracyand maths.
66
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• RCTsineachs tudys i
te.Thet reatmentg roupcou lden ro
linwo rkplacelearningimmediatel
y,
whi
lethecon tro
lg rouphadtowa itunti
lthenex tcou rsecy c
lebegan .
• Workplace li
teracycan imp roveli
teracyskil
l s
,interes tinfu r
therlea rn
ing
,engagemen t in
l
iteracytasksa thomeandse l
f-
ratedli
teracysk il
lso flea rners.The rewasa lsoaposit
ive
impac tonteamwo rkski
llsandcommun icat
ionsk il
l sa two rk
.
• Ag reaternumbe rofinst
ruct
iona lhourswasassoc ia tedw ithg reaterprogramme
e
ffec t
iveness
,w i
th43be ingtheh ighestaveragenumbe ro fhou rs.
• Otherfacto
rsthateme rgedasimpo r
tantfore f
fect
i velea rningincluded:pa r
tnershipwo
r king
betweenemp loye rrepresentat
ivesando theragenc ies ,reimbu rsemen toftrave
lcosts
,
emp loyerpar
tic
ipationandsuppo rt
,and instructors’qua l
ifica
tions.
• Nocos tanalysesp rov
ided.
Study62:MinistryofHousing
,Commun it
iesandLocal Gove
rnment
, Measu
ringthe
impacto fcommun ity
-basedEngl
ishlanguageprov
ision–find
ingsfromarandomised
contro
lledt
rial,2018
• Commun ity- basedEng lishLanguagein tervention;an11- weekcou rseo f6hou rso fp rov
ision
perweek ,des ignedto improvefunc tiona lEng lishp rof
i c
iencyfo rindividua lsw i
thanESOL
need ,whi chwasde r
ivedfromthep rov ider
’ sex is
tingTa lkEng lishprog ramme .
• Random i sedcon trol
leddes ignw ithasamp leo f527pa r
tic
ipants,usingawa i
ting l
i s
tfo rthe
controlgroup .Pa rt
icipantswe rerec ruitedfromcommun it
iesw i
thve ry low leve l
so ffunc t
ional
Engl
i sh(ESOL ).
• F
inding srevea ledas trongands izeab ledi
ffe rencebe tweent reatmen tandcon trolg roupin
termso fbo thchangeinp rofic
iencyandove rallprofic
iencya ttheendo fthet ra
ilac rossa l
l
measu reso fspeak ing,li
stening,read ingandw r
it
ing.
• A
lsofoundas ign i
ficantimpacto finter vent
iononsoc ialintegrat
ion measu res,including
confidencein teract
ingw ithse rv
icesandsoc ia linterac
tions.
• H
ighe reduca tionala tta
inmen twasas ignif
ican tp redic
toro fimp rovemen tinp rofic
iency .
• Outcome measu reswe reob ta
inedbyase rieso fEng lishlanguagep roficiencytes tswh ich
weredeve lopedbytheEng l
ish- Speak ingBoa rd(ESB )andadm inis
te redbyESBassesso rs
andCBELtu tors.
• Nocos tinforma t
ion intherepo r
t
S
tudy63:SRIEducat
ion
,Evalua
tingDig
ita
lLearn
ingfo
rAdu
ltBas
icL
ite
racyand
racy,2017
Nume ,accessed24September2019
• 14differen tAdultBasicEduca t
ionp rogrammestha tused5d if
ferentICTp roductsto
faci
l
ita tethelea rningofbasicski
l
l s(US )
.
• Atreatmen tgroupo fstudentswhousedanICTp roductwascompa redwitha ma tched
controlg roupo fstudentswhod idno t
.Na t
iona
ls tanda rd
isedassessmen tswe re
admini steredineachp rog
rammes ite.TheTe s
to fAdu ltBasicEduca t
ionwasusedto
measu retheimpac toftheuseo fdigi
tallearn
ing me thodson learners.
• Thes tudyusedaPSM ma tchedcontrol
,quasi-expe r
imentalapp roach.The m ixedresu
lts
showedpos i
tiveimpac tso
fICTusefo rsomes itesandou tcome measu res,bu tnegat
ive
impac tsfo rothers.
67
Imp
rov
inga
tta
inmen
tamongd
isad
van
tageds
tuden
tsintheFEandadu
ltlea
rningse
cto
r:Anev
iden
cerev
iew
• Studentsandins t
ructorsrepo rtedposit
iveexpe rienceso
fusingtheICTp roductsand
repo r
tedpos i
ti
vee f
fec ts
,suchasfee l
ing mo recon f
iden
ttouseon l
ineresourcesfo
rself
-
studya thome .
• Howeve r,oneinfives tudentsd idnotenjoyus ingICTandp refe
rredlea
rningdirec
tlyw
ith
instructo
r s
.Authorssugges tthatpart
icula
rlyforthosewiththelowestski
l
ls,blendedand
hybr
id mode lsoflearningw i
thins t
ructorsdel
i ver
ing50%o r moreofins
truct
ionwould
possiblybe moree f
fec t
ive.
• Nocos tinformat
ionp rovidedintherepo rt
.
68

SMC FE Evidence Review

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SMC FE Evidence Review

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Imp rovingatta

Annex 1: The evidence 39

TheFu rthe rEducationandadu ltlearningsector(FEsec tor

Apprenticesh ipshaveinc reasing

Aims of the review

Criteria for review

Table 1 Criteria for review

Considering comparability and transferability

Box 1 Outcome measures

Interventions and educational outcomes: evidence and gap map

Studies included in the review predominantly explore the effectiveness of behavioural

There is less evidence on the effectiveness of innovative pedagogical approaches, one-to-one

What works for whom: evidence and gap map

the GEDB ridgep rogrammewh ichtestedanewapp roachtoteachingthe GEDprepara

The reissomeev idencetha t wh

Imp rovedach ievemen tcansuppo r

Despiteencou ragingsho rt-te rmeffects,somes tudiesdemons t

Programmeshavebeenfoundtohaveam ixed impa c

Short-termp rog ramme s mayno timp rovepe rs

Studiesshowpos itiveimpac tsonemp loymen toutcomes .Someo fthes tudiesinth i s

Asd iscussedinthep revioussec tion,the We lfareto Wo rkP rogram ,whichincludedarangeo f

comp rehensivesuppo rt modelofferedtolow -

Innovativepedagog icalapproachescan wo rktoimp rovea ttainmen tandpe rsistence.A

Otherev idencesugges tsthatdigitalinterventionshave amodes timpac tons tuden t

Acce le ratedlearningo rintensivecou rses mayp roducesho r

One- to-one, men toringandsma llg roupsuppo r

Theove rwhelming majo

Somes tud iesest

Interventionsthatusetex t messagestoencou ragelearners

Providinglea rners withacons istentsing

Studen tse rvicesshou ldbecomp rehensiveandpe rsona l

Resea rchersa lsorecommenda l

Anothe rexamp leo ftheneedtota ilo

Evidencesugges tstha tp rovisiona imeda timp rovingadu l

Acceleratedandin tensivep rogrammescanhe lplearne rengagemen tanddeve lopmen ta

Thes izeo flea rninggroupscana ffec

Designingcou rsestha trelatetoca ree raspira

Researchus ingaCommun ity-basedEng l

• Depa rtmen tfo rBus ine ss,Innova t

• Thep rogrammeexp lo redtheimpac toftrainingteache rsonaNeu ro

• Thea imo fthisp rogrammewastotes tana lterna

• Mathema ticsAccessPe rfo rmanceScho larship(MAPS )p rovidedan incen t

• Random isedcon trol

Study9: MDRC,Enhancing GEDIns

• Totes tthee ffect

• Oneo fninePACE p rogrammesfo rpa rt

• Oneo fthen inePACE p rogrammestosuppo r

• Oneo ftheninePACE p rog rammes,th ispa rt

• Oneo fthen inePACE p rogrammes,thes ignaturefeatureisteamteachingbyabas icski

• Occupationaltraining programmetha tsupportedthreelevelsofski

• RCTinUSAa ttheInstitutodelP rogreso(anindependen ttra

• ThiswasanRCTw ithpos t-16-year-old,low- i

• Theprog rammein te rventionwasaCommun ityCo l

• Whenthecos ti scons ideredincompa risonw ithou tcomes ,theEnhanced Open ingDoo r s

• Thisprog ramme ’sinterventionwasfocusedonLea rningCommun it

Study28 : MDRC,ARandomAss ignmen tEva luat

• Thep rogrammein terventionwasessen t

• Theaimo ftheeva lua

• Reportonanaspec to fthegove rnmen tre fo rmsp rogramme ,designedtoreduce

byprovide rsandemp loye rstohaveareasonab lechanceo fbe ingreadyfo remp loymen t

• Amongs tuden tswhoen rolincommun itycollegesintheUS ,w iththe inten t

• Canadians tudyw ithlow- sk

• IntheRCT ,thep rogrammeg roups tudents madeimprovementsinbo thenro